Abstract
The paper presents a new way of understanding anti investigating inter-professional learning across agencies for children and young people with speech, language and communication needs (SLCN) in schools in England. It considers specifically speech and language therapy staff and school staff learning to work together and working to learn together in secondary mainstream provision. Concepts and analysis of learning to work collaboratively are orientated by socio-cultural activity theory. In addition, evidence of learning for risk-taking and resilience are presented which are not readily analysed 41, the theory The paper argues for considering collaborative working as organizational learning predicated on collective, rather than individual, engagement.
Original language | English |
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Pages (from-to) | 173-192 |
Number of pages | 20 |
Journal | Child Language Teaching and Therapy |
Volume | 24 |
Issue number | 2 |
DOIs | |
Publication status | Published - 1 Jun 2008 |
Keywords
- speech and language provision
- inter-professional learning
- socio-cultural activity theory
- secondary schools