Labour division and inclusion: perspectives of early childhood education staff on interprofessional collaboration when identifying and working with autistic children
Year: 2024
Type: article
Abstract: Autistic children have the right to be included in early childhood educational (ECE) settings. Motivated by the need for knowledge of how such education can be developed, this study examined the perspectives of ECE staff (i.e. teachers, child carers, and principals) on interprofessional collaboration regarding identifying and working with autistic children. Qualitative interviews were used. By using Interpretative phenomenological analysis, three themes were found: (1) identifying children, (2) professional collaboration in ECE settings, and (3) collaboration with professions from outside ECE settings. The findings were analysed in light of the concepts of power, jurisdiction, and interprofessional collaboration and discussed in relation to inclusive education. The study found that rigid labour divisions, power imbalances, and lack of knowledge were perceived to hinder collaboration concerning identifying and working with autistic children. The study concludes that future research on interprofessional collaboration is needed to improve inclusive education.
Authors: Ingrid Olsson, Roua Azad Slewa
Institution: Uppsala University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W4402430771