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This chapter utilises a systems theory approach to address the role of the teacher in facilitating collaborative engagement with stakeholders involved in the education of students with disability. The findings of three interconnected research studies conducted by the authors within a larger research team, are contextualised to examine the role of the teacher working in partnership with other members of a student’s support network. This network includes, a student’s family, and the allied health professionals they engage. The first two studies, a scoping review and a systematic literature review, establish critical considerations of collaborative engagement in the education for students with disability. The results of the third study, a document analysis, identifies how collaborative engagement for students with disability is recognised within national and jurisdictional legislation and policies in Australia. Collectively, this knowledge is presented alongside critical information pertaining to teachers’ professional roles and responsibilities in Australia. This analysis provides a deepened understanding of the utility, benefits, and barriers to effective teacher collaboration with stakeholders who work alongside students with disability.

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Teachers’ Collaborative Engagement with Families and Allied Health Professionals Supporting Students with Disability across the Australian Education System

  • 章节

  • 发表日期：

    2026年

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  • Samantha Vlcek,
  • Michelle Somerton

摘要

This chapter utilises a systems theory approach to address the role of the teacher in facilitating collaborative engagement with stakeholders involved in the education of students with disability. The findings of three interconnected research studies conducted by the authors within a larger research team, are contextualised to examine the role of the teacher working in partnership with other members of a student’s support network. This network includes, a student’s family, and the allied health professionals they engage. The first two studies, a scoping review and a systematic literature review, establish critical considerations of collaborative engagement in the education for students with disability. The results of the third study, a document analysis, identifies how collaborative engagement for students with disability is recognised within national and jurisdictional legislation and policies in Australia. Collectively, this knowledge is presented alongside critical information pertaining to teachers’ professional roles and responsibilities in Australia. This analysis provides a deepened understanding of the utility, benefits, and barriers to effective teacher collaboration with stakeholders who work alongside students with disability.