How Do Interprofessional Practice Teams Work Together to Identify and Provide for Gifted Students with Multiple Exceptionalities?

Abstract


 
 
 Priority learners in New Zealand include thosewho have special educational needs, yet gifted learners with multiple exceptionalities arevariably identified, understood or provided forin our schools. International research advocatesthe use of interprofessional practice (IPP) teams,with competency across shared values, roles and responsibilities, communication, and teamwork, to support gifted learners with multiple exceptionalities. This study explored the experiences and understandings of IPP teams supporting students with multiple exceptionalities in New Zealand. The study found that IPP team identity is still in its infancy and core competencies are still evolving. Shared values towards inclusive practices were hampered by limited knowledge and expertise across the IPP team. Limited understandings of teamwork processes and limited recognition of the importance of communication within the IPP team were also common themes. Parents and students were typically not recognised
 as part of the IPP team identity and processes. The article concludes that gifted learners with multiple exceptionalities may not have adequate support at a systems level, and development of interprofessional practice competencies may be one way to ensure their full inclusion in our education system. Implications for policy and practice are described.
 
 

Children's mental health promotion: The need for intersectorial and interprofessional collaboration

“…In contrast, opportunities for regular communication have been identified as important enablers of IP collaboration (Gherardi et al, 2022; Wilson et al, 2017). However, communication was also seen as a barrier to IP collaboration in education, due to variations in frequency of contacts (Ekornes, 2015; O'Brien et al, 2016; Rens & Joosten, 2014a) and communication being prevented by people deliberately making themselves unavailable or not communicating with others (Suc et al, 2017b; Widmark et al, 2016).…”

“…| 2643 collaboration in education, due to variations in frequency of contacts (Ekornes, 2015;O'Brien et al, 2016;Rens & Joosten, 2014a) and communication being prevented by people deliberately making themselves unavailable or not communicating with others (Suc et al, 2017b;Widmark et al, 2016).…”