Affiliation:
1. Faculty of Psychology and Institute of Humanistic Studies, Universidad de Talca Talca Chile
2. Faculty of Psychology Universidad de Talca Talca Chile
Abstract
AbstractThis study examined the collaborative practices between teachers and speech and language therapists (SLTs) within an inclusive setting, interviewing 17 professionals’ couples. Three distinct phases of collaboration were identified: planning (e.g. reviewing student performance), co‐teaching in the classroom, and evaluation (reflecting upon joint activities). Conditions fostering collaboration were categorized into individual (interpersonal relationships), school‐based (directive management) and policy (current regulations) dimensions. Findings suggest that the extent of collaboration varies and is influenced by interconnected conditions. This research enriches the literature by offering a classification of collaborative work between teachers and SLTs and underscores the conditions impacting it, and is invaluable for stakeholders aiming to advance inclusive educational settings.
Funder
Agencia Nacional de Investigación y Desarrollo
Reference64 articles.
1. Creating the Conditions for School Improvement
2. Inclusive education ten years after Salamanca: Setting the agenda
3. Evaluation of methods used for estimating content validity;Almanasreh E.;Research in Social and Administrative Pharmacy,2019
4. American Speech‐Language‐Hearing Association. (2010)Roles and responsibilities of speech‐language pathologists in schools. Available fromwww.asha.org/policy/
5. American Speech‐Language‐Hearing Association (ASHA). (2022a)How to: Set Up and Run Your IPP Team.https://www.asha.org/siteassets/ipp/using‐the‐interprofessional‐practice‐ipp‐case‐rubric.pdf