Interprofessional collaborative practices for children with speech, language and communication needs in early childhood education and care: comparing Dutch and Norwegian perspectives

The purpose of the study is to compare interprofessional collaborative practice (IPCP) between kindergarten professionals in Norway and the Netherlands who work with children who have speech, language and communication needs (SLCN). The study explores how personal factors such as trust, communication and collaboration influence the effectiveness of this collaboration, and how these factors vary between the two countries. A key objective is to identify national differences in forms of collaboration and to understand which structural and relational conditions promote or inhibit effective early intervention for children with SLCN. The research questions are:

1. How do kindergarten professionals in Norway and the Netherlands perceive interprofessional collaborative practice (IPCP) in early interventions for children with speech, language and communication needs (SLCN)?
2. What personal contextual factors from the Stutsky and Spence Laschinger model (such as trust, communication and collaboration) moderate the results associated with IPCP?

The results showed that trust is a stronger indicator of collaboration in the Netherlands, where the system is more fragmented. In Norway, communication was more prominent, with an integrated system for early intervention. In order to strengthen teamwork, it is recommended to focus on building trust in the Netherlands, while Norway should prioritise strengthening communication skills. The study also highlights the need to establish formal structures such as time and resources for collaboration, which can improve the interprofessional work in both countries.

The study conducted a cross-sectional investigation based on a 42-question digital questionnaire. It included both closed-ended and open-ended questions, with a focus on self-reporting on collaboration and perception of team effectiveness. The sample consisted of 145 professionals from Norway and the Netherlands, including kindergarten teachers, speech therapists and special needs teachers.

Langner, J., Fukkink, R. G., & Hansen Sandseter, E. B. (2024). Interprofessional collaborative practices for children with speech, language and communication needs in early childhood education and care: comparing Dutch and Norwegian perspectives. European Journal of Special Needs Education, 39(5), 675–692.

Online year: 2023

Issue year: 2023

Review year: 2023