Interprofessional collaboration as a means of including children at risk: an analysis of Norwegian educational policy documents

Hesjedal, Elisabeth; Hetland, Hilde; Iversen, Anette Christine; Manger, Terje

doi:10.1080/13603116.2015.1057241

Cited by 22 publications

(14 citation statements)

References 18 publications

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“…We align our research with previous studies published in this journal, which stress the importance of the interprofessional collaboration for achieving inclusive education (Botha & Kourkoutas 2016;Hesjedal et al 2015). As emphasised by a number of studies, it is important to be aware of the risks of the labelling and diagnosing that may occur within the collaborative process.…”

Section: Psychopathology In Educationsupporting

confidence: 73%

Between psychopathology and inclusion: the challenging collaboration between educational psychologists and child psychiatrists

Hamre

Hedegaard‐Sørensen

Langager

2017

International Journal of Inclusive Education

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Section: Psychopathology In Educationsupporting

confidence: 73%

Between psychopathology and inclusion: the challenging collaboration between educational psychologists and child psychiatrists

Hamre

Hedegaard‐Sørensen

Langager

2017

International Journal of Inclusive Education

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“…Inclusive education is generally accepted as the preferred option for many children with SEN (Hesjedal et al, 2015;Armstrong, Armstrong and Spandagou, 2012), and national and international instruments which advocate rights-based principles of advocacy, nondiscrimination, equality of opportunity and respect for difference have undoubtedly strengthened this position (UN, 2011;WHO, 2011;Oliver and Barnes, 2010).…”

Section: Introductionmentioning

confidence: 99%

Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/resource teachers

Mulholland¹,

O’Connor²

2016

International Journal of Inclusive Education

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Collaborative practice is integral to effective inclusion. Within schools, teacher collaboration can foster communities of practice through a series of professional relationships that enhance the educational experience and learning outcomes of pupils with SEN. In Ireland, Learning Support Teachers (LST) and Resource Teachers (RT) provide additional support to the increasing numbers of children with SEN in mainstream classrooms. Working alongside Classroom Teachers (CT), this tripartite of teaching expertise represents an opportunity for whole-school and classroom-based approaches to successful collaborative, inclusive practice. This article describes the perceptions and experiences of collaborative practice between primary CTs, RTs and LSTs in a cohort of primary schools in the West of Ireland. Using a mixed methods approach, the study sought to establish the nature and extent of collaboration amongst these teachers and to identify the benefits and barriers to implementation. The findings suggest that whilst teachers are increasingly aware of the value of collaboration, its implementation is largely aspirational, with a series of challenges relating to time constraints, ad hoc planning and limited professional development opportunities most commonly identified as constraints to a consistent approach. The article considers the consequences of this shortfall and options for improved engagement between teachers are identified.

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“…Children and young people attending school might need health and social care for various reasons. Thus, pre-service training of professionals in all areas of child and youth education, health and well-being, should prepare candidates in teacher education, health and social care study programs to communicate and collaborate interprofessionally (Gillespie et al, 2010;Hesjedal et al, 2015;Norwegian Society of Pediatricians, 2017; The Ombudsman for Children in Norway, 2017;Fukkink and van Verseveld, 2019). Interprofessional learning (IPL) is defined as being present when students from two or more professions learn about, from and with each other to prepare them for interprofessional collaboration (IPC) and improve outcomes in the welfare services and improve collaboration and quality of care (WHO, 2010;Reeves et al, 2016).…”

Section: Interprofessional Learningmentioning

confidence: 99%

Small Group Student-Produced Podcasts Were Favoured as Assignment Tool for Large-Scale Interprofessional Learning: An Exploratory Study Among Health, Social Care, and Teacher Education Program

et al. 2021

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Information and communications technology (ICT) can impact student learning outcomes, and podcasts have opened new possibilities for assessment in interprofessional learning (IPL) by supporting collaborative learning, enhancing communication skills, promote group working and technology competence. Pre-service IPL may thus benefit from ICT to develop interprofessional competencies among all future professionals. Research on student-produced podcast in IPL studies is limited. This study examined 1) how students from teacher education, health and social care educations, along with their supervisors, respond to different assignment formats (podcast, video, and written academic text) in IPL group work, and 2) the attitudes of students and supervisors toward these formats. The instructions and criteria were identical for all assignment tools and required case-based interprofessional group collaboration about real-life scenarios addressing child and youth education, health and well-being. Data were collected from online questionnaires in a mixed-methods exploratory cross-sectional study. The students’ and supervisors’ response rates were 25.8% (n = 363) and 37.1% (n = 13), respectively. Among the students, 75.2% submitted podcasts, 23.7% submitted written academic texts, and only 0.8% submitted videos. The students and most of their supervisors preferred podcasts as assignment tool over written text or videos. However, very few students chose the video assessment format, making insight into this format limited. Results did not differ according to age or educational background. Participants expressed that podcasts allowed more discussion, reflection and interprofessional collaboration. Students thought podcasts were fun to produce and allowed for more creativity. In conclusion, both students and their supervisors favored podcasting as the assignment format in IPL group work. The short time frame may however have influenced this choice. Pre-service technologically enhanced learning cannot replace practice-based learning. However, submission of case-based podcast assignments could prepare students for interprofessional collaboration about complex real-life scenarios.

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Interprofessional collaboration as a means of including children at risk: an analysis of Norwegian educational policy documents

Cited by 22 publications

References 18 publications

Between psychopathology and inclusion: the challenging collaboration between educational psychologists and child psychiatrists

Between psychopathology and inclusion: the challenging collaboration between educational psychologists and child psychiatrists

Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/resource teachers

Small Group Student-Produced Podcasts Were Favoured as Assignment Tool for Large-Scale Interprofessional Learning: An Exploratory Study Among Health, Social Care, and Teacher Education Program

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