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
Abstract: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 … Show more
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