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Interprofessional collaboration was identified by the American Occupational Therapy Association's Special Interest Sections (SIS) Council as an important element in all areas of practice. This month, articles published in the SIS Quarterly newsletters are addressing different elements of collaboration in their respective practice areas. According to the World Health Organization (2010), "collaborative practice strengthens health systems and improves health outcomes" (p. 7). Collaboration was also identified as a best practice in school settings (Handley-More, Wall, Orentlicher, & Hollenbeck, 2013). The purpose of this article is to review current evidence on interprofessional collaboration in schools. It reviews tenets of collaboration; professionals' perceptions; and collaboration implementation, barriers, and outcomes.
Tenets of Collaboration
Interprofessional collaboration is mandated by the Individuals with Disabilities Education Improvement Act (IDEA; 2004) in many areas including evaluating, implementing, and developing individualized education programs (IEPs), and providing education in the least restrictive environment. Collaboration is an interactive team process that involves the student, family members, educators, and related service providers, including occupational therapy practitioners, who join together to improve the student's performance in school (Hanft & Shepherd, 2008). It is implemented through the combined practices of hands-on services, team supports, and system supports. Shepherd and Hanft (2008a) identify three essentials of the collaboration process: the team members, their routines, and the school environment, with the student and his or her family at the center of the process. Successful collaboration involves considering the routines and schedules within the natural contexts of the school. Indeed, in a case study by Ritzman, Sanger, and Coufal ( 2006 ), a speech-language pathologist observed that her treatment was more meaningful to the students when she listened to teachers and designed interventions based on the class' routines and curriculum. Similarly, occupational therapists reported that their inclusion within the classroom setting helped teachers improve the classroom environment for the class as a whole (Campbell, Missiuna, Rivard, & Pollock, 2012).
Evidence shows support for collaborating in all stages of service provision, including evaluation, goal development, intervention, and réévaluation (Frolek-Clark, 2008). For example, Dupaul, Weyandt, and Janusis (2011) observed that students with attention deficit hyperactivity disorder benefit more from a teacher and school psychologist working together to define academic problems and acting as partners, as opposed to one designing intervention based on...