Teachers’ and speech and language therapists’ perceptions of collaborative practice in post-16 special education needs and disabilities (SEND) settings : a thesis presented in partial fulfilment of the requirements for the degree of Master of Speech and Language Therapy at Massey University, Auckland, New Zealand

Abstract

Collaboration is a key factor in providing holistic educational supports for young people with special educational needs and disabilities (SEND). At present, much research into collaboration between teachers and speech and language therapists (SLTs) has focused on primary-aged students in mainstream and special education settings. This study explored teachers’ and SLTs’ experiences and perceptions of collaboration in education settings for young adults with special educational needs and disabilities (Post-16 SEND) using an explanatory sequential mixed methods research design. This two-phase study involved initial data collection from teachers and SLTs via an online survey, followed by semi-structured focus group discussions with a nested sample of SLTs. Quantitative data from the online survey was analysed using descriptive statistics, while an inductive content analysis approach was used to examine open ended survey responses (qualitative data). Survey data were used to create a semi structured topic guide for the focus group discussions, conducted in Phase 2. Data from two focus groups with four SLTs in Phase 2 were analysed using a reflective and inductive thematic analysis. Results from this study indicated that teachers and SLTs tend to agree that the main purposes of collaboration are to share information, improve educational outcomes for students, and develop and share resources. Teachers and SLTs consistently described their main collaborative activities to be individual planning meetings for setting targets and sharing strategies, attending information training sessions, and ad-hoc corridor conversations. Several factors that facilitate or hinder collaboration were identified. Most notably, both teachers and SLTs highlighted the lack of time to e ectively collaborate, and SLTs emphasised the importance of senior leadership teams and their role in supporting collaborative practice. Practice implications and areas for further research are discussed, including the need for clarity about the SLT role, increased opportunities for interprofessional education, and the need for research to explore and test models of collaboration.