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This study of multi-professional collaboration in special schools in Britain included the development of a collaboration scale based on professional descriptions of collaborative activities which fell into three broad categories: planning activities, sharing activities, and goal-achieving activities. Respondents generally reported a fairly high level of involvement in collaborative activities. (DB)

A study of 191 school-based British speech-language therapists and 165 based in health centers investigated the context in which collaborative working practices exist between teachers and speech-language therapists. Collaboration was most likely to occur in a special education setting and focus on intervention, rather than on assessment or planning. (Author/CR)