Barriers To Collaboration: An Analysis Of Systemic Barriers To Collaboration Between Teachers And Speech And Language Therapists

Abstract

A systems approach is used to examine the barriers to collaboration found in the working practices of speech and language therapists and teachers. Functional, structural and systems-environment barriers are found, but few process barriers, which may explain why good collaborative practice can be found in the field. The differences that serve as barriers are listed and discussed, with a view to fostering mutual understanding between teachers and speech and language therapists.