Exploring collaborative practices between teachers and speech and language therapists in inclusive education in Chile and the conditions that influence their development
Bibliographic Data
| ID | 21723015 |
|---|---|
| Authors | Daniela González-Fernández (0000-0001-8547-6208, University of Talca), Daniela González‐Fernández (Faculty of Psychology and Institute of Humanistic Studies, Universidad de Talca Talca Chile), Carolina Iturra (0000-0003-2094-1302, Faculty of Psychology Universidad de Talca Talca Chile, corresponding author) |
| Year | 2024 |
| Volume | 24 |
| Issue | 4 |
| Pages | 999-1013 |
| Publication date | 2024-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.12689 |
| OpenAlex | W4399292820 |
| Language | EN |
| Citations received | 1 |
| References cited | 48 |
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
Faculty Development · Mathematics education · Medical education · Pedagogy · Professional development · Special education · Teaching method · Team teaching · Collaborative Teaching and Inclusion · Higher Education Teaching and Evaluation · Inclusive Education and Diversity · Medicine · Psychology
Effects of inclusion on students with and without special educational needs reviewed
Teacher collaboration
Inclusive education ten years after Salamanca
Evaluation of methods used for estimating content validity
Co-Teaching
Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research
An Introduction to Qualitative Research
Reflecting on reflexive thematic analysis
Evidence‐based policy
Inclusive education in Eastern European countries
Developing an inclusive system in a rapidly changing European society
Special education and general education – coordinated or separated? A study of curriculum planning for pupils with special educational needs
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |