Faculty of Arts & Social Sciences, Sydney School of Education and Social Work, The University of Sydney, Camperdown, New South Wales, Australia.
Faculty of Medicine and Health, Sydney School of Health Sciences, The University of Sydney, Camperdown, New South Wales, Australia.
Aust Occup Ther J. 2024 Aug;71(4):593-611. doi: 10.1111/1440-1630.12931. Epub 2024 Feb 6.
Inclusive school environments require collaboration between teachers and allied health professionals to promote student access and participation. Collaboration is a complex phenomenon with no universally accepted definition or measurement and with many challenges to effective practice. The purpose of this scoping review is to describe what is known about interprofessional collaboration between teachers and therapists in inclusive primary schools.
A scoping review of health and education literature was conducted using the Joanna Briggs Institute methodology. Peer-reviewed articles reporting on empirical studies with a focus on collaboration between teachers and school-based occupational therapists or speech and language therapists in inclusive primary schools were included.
Results summarise how collaboration is reported in the literature. Numerical and descriptive summaries describe how collaboration is defined and measured, the challenges to collaborative practice, the structures required to support effective practice, and the outcomes of such practice.
Definitions vary between studies and disciplines but contain common elements. For effective practice, the purpose of the collaboration must be clear, and the intended outcomes of the collaboration are measured. Measurement of collaboration requires further research using tools developed from robust theoretical frameworks and validated within the educational context and with professionals of different disciplines. Consistent measurement tools would allow cross-study comparisons. Barriers to collaborative practice are well documented; thus, future research should be directed to examining effective practice, investigating how professionals circumvent obstacles.
包容性学校环境需要教师和相关健康专业人员之间的协作，以促进学生的参与和融入。协作是一种复杂的现象，没有普遍接受的定义或衡量标准，并且在实践中存在许多挑战。本次范围界定综述的目的是描述在包容性小学中教师与治疗师之间的专业间协作情况。
采用 Joanna Briggs 研究所的方法对健康和教育文献进行了范围界定综述。纳入了同行评审的文章，这些文章报告了重点关注包容性小学中教师与学校职业治疗师或言语和语言治疗师之间协作的实证研究。
结果总结了文献中关于协作的报告方式。数值和描述性总结描述了协作的定义和衡量标准、协作实践面临的挑战、支持有效实践所需的结构以及此类实践的结果。
不同的研究和学科对协作的定义存在差异，但包含共同的要素。为了实现有效的实践，协作的目的必须明确，并且要衡量协作的预期结果。协作的衡量需要进一步使用源自稳健理论框架并在教育背景下以及与不同学科的专业人员中经过验证的工具进行研究。一致的衡量工具将允许进行跨研究比较。协作实践面临的障碍有充分的记录；因此，未来的研究应致力于研究有效的实践，调查专业人员如何克服障碍。
