The process of collaboration within a special school setting: An exploration of the ways in which skills and knowledge are shared and barriers are overcome when a teacher and speech and language therapist collaborate

Abstract

In the following account the process of collaboration is explored through diary notes and transcripts from audio and videorecorded classroom and brainstorming sessions. Qualitative data on the skills and knowledge that teachers and speech and language therapists contribute and develop through collaboration are analysed. McCartney's (1999b) systems model of collaboration is then used as a framework to discuss how potential barriers can be removed or alleviated in a special school setting. Implications for inclusion are considered.