Roehampton University, School of Education, Roehampton Lane, London, SW155PJ, United Kingdom; Pretoria University, Centre for Augmentative and Alternative Communication, South Africa.
Pretoria University, Centre for Augmentative and Alternative Communication, University of Pretoria, Private Bag x 20, Hatfield, 0028, South Africa.
Res Dev Disabil. 2022 Jan;120:104127. doi: 10.1016/j.ridd.2021.104127. Epub 2021 Nov 21.
It is widely recognised that cross-sector partnerships are key to improve outcomes for children with special educational needs and disabilities (SEND). However, evidence-based strategies fostering these partnerships have not been systematically identified, and terms designating different forms of collaboration are used interchangeably. This study aims to contribute to systematically identify practices for cross-sector collaboration for children with SEND, critically positioning these within collaborative traditions (multidisciplinarity, interdisciplinarity and transdisciplinarity). A scoping review of the international literature of the past 10 years was conducted, following Arksey and O'Malley's methodology and considering type of SEND studied, country of origin, approach to collaboration portrayed and study design. Only papers describing empirical applications of collaborative strategies were included in the final review (n = 8). Practices identified ranged from multidisciplinary to transdisciplinary and included: partnerships between higher education and healthcare organisations, implementation of school clinics, schools as interdisciplinary hubs, management's own partnerships and networks, assessment in person with the whole team, videoconferencing, periodic meetings with key professionals, informal on-site discussions and transdisciplinary play-based assessment. Implications for practice are considered, in particular the need to examine how these strategies are implemented in a variety of settings and the need to develop the skills that elicit transdisciplinary work.
人们普遍认识到，跨部门合作对于改善有特殊教育需求和残疾的儿童（SEND）的成果至关重要。然而，促进这些合作的循证策略尚未被系统地确定，并且用于指定不同形式合作的术语是可以互换的。本研究旨在为 SEND 儿童的跨部门合作实践提供系统的识别，并在合作传统（多学科性、跨学科性和超学科性）内对这些实践进行批判性定位。我们采用 Arksey 和 O'Malley 的方法，对过去 10 年的国际文献进行了范围综述，并考虑了所研究的 SEND 类型、原籍国、合作方式以及研究设计。只有描述合作策略的实证应用的论文才被包括在最终综述中（n=8）。确定的实践从多学科到超学科不等，包括：高等教育和医疗机构之间的伙伴关系、实施学校诊所、学校作为跨学科中心、管理层自己的伙伴关系和网络、整个团队进行个人评估、视频会议、与主要专业人员定期开会、现场非正式讨论和跨学科游戏评估。还考虑了实践的影响，特别是需要检查这些策略在各种环境中是如何实施的，以及需要发展激发跨学科工作的技能。
