NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1081606
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-1360-3116
Interprofessional Collaboration as a Means of Including Children at Risk: An Analysis of Norwegian Educational Policy Documents
Hesjedal, Elisabeth; Hetland, Hilde; Iversen, Anette Christine; Manger, Terje
International Journal of Inclusive Education, v19 n12 p1280-1293 2015
Issues concerning interprofessional collaboration (IPC) for children at risk have become a priority globally as well as in Norway. By international standards, the Norwegian educational system is regarded as inclusive and collaborative in terms of the external services that support schools and pupils. However, a debate continues on how to best collaborate to meet the needs of pupils with complex problems. Thus, the aim of this paper is to analyse how the relationship between IPC and inclusive education is reflected in important Norwegian educational policy documents. A problem-driven content analysis revealed three categories: (1) inclusion as an impetus for IPC, (2) IPC as a strategy for inclusion, and (3) commitment to IPC when necessary. Major findings included: (1) IPC in national educational documents should be described more clearly to promote inclusive education; (2) IPC connected to other support mechanisms, such as multidisciplinary teams and individual plans; and (3) schools can commit IPC when necessary. The results in this study show that when green papers, white papers, and legislation fail to offer clear recommendations, schools and teachers may not prioritise IPC.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway