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KMID : 1036820200250020363
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Communication Sciences & Disorders
2020 Volume.25 No. 2 p.363 ~ p.381
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Recognition and Strengthening of Interprofessional Collaborative Practice Status among Special Education Teachers and Speech-Language Pathologists for School-aged Children with Disabilities in School Settings
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Lee Ji-Yeon
Kim Jae-Ock
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Abstract
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Objectives: The purpose of this study was to examine the current status of interprofessional collaborative practice (IPP) among special education teachers (SETs) and speech-language pathologists (SLPs), and to find out how to strengthen IPP among them for school-aged children with disabilities in school settings.
Methods: In-depth interviews with 3 SETs and 3 SLPs were done based on their experience of IPP in school settings. The interviews were analyzed using the qualitative research method.
Results: The contents of the in-depth interviews were divided into two categories: Recognition of IPP status among SETs and SLPs in school settings and the way to strengthen IPP. These were also divided into 6 themes: the current IPP type, recognition of the effects and the need for IPP, practical difficulties in IPP, applicable on-site IPP, the requirements for IPP, and the expected effects in proper IPP. All participants were aware of the effectiveness and necessity of IPP among experts and suggested ways and conditions for applying IPP to the field.
Conclusion: It is meaningful that this study considered the current status and the practical difficulties related to IPP among SETs and SLPs through in-depth interviews with field experts. In addition, it is significant in that it examined the ways that IPP can be applied to the school settings.
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KEYWORD
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Interprofessional collaborative practice, Special education teacher, Speech-language pathologist, School-aged children with disabilities
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