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ERIC Number: EJ1442732
Record Type: Journal
Publication Date: 2024-Oct
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1471-3802
Exploring Collaborative Practices between Teachers and Speech and Language Therapists in Inclusive Education in Chile and the Conditions That Influence Their Development
Daniela González-Fernández; Carolina Iturra
Journal of Research in Special Educational Needs, v24 n4 p999-1013 2024
This 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.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Chile
Grant or Contract Numbers: N/A