Reflective practice across speech and language therapy and education: a protocol for an integrative review [version 1; peer review: 2 approved, 1 approved with reservations]

Effective co-practice is considered a linchpin of inclusive education. Speech and language therapists (SLT), in collaboration with teachers, are amongst the professionals who have a role in ensuring inclusion for students. The challenges of collaboration are well documented, with communication consi...

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Autores principales:	Jessica McCluskey, Aoife L. Gallagher, Carol-Anne Murphy
Formato:	article
Lenguaje:	EN
Publicado:	F1000 Research Ltd 2021
Materias:	Medicine R
Acceso en línea:	https://doaj.org/article/7725f48bbf4c461b95865b5969247e4e
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spelling	oai:doaj.org-article:7725f48bbf4c461b95865b5969247e4e2021-11-15T15:26:20ZReflective practice across speech and language therapy and education: a protocol for an integrative review [version 1; peer review: 2 approved, 1 approved with reservations]2515-482610.12688/hrbopenres.13234.1https://doaj.org/article/7725f48bbf4c461b95865b5969247e4e2021-03-01T00:00:00Zhttps://hrbopenresearch.org/articles/4-29/v1https://doaj.org/toc/2515-4826Effective co-practice is considered a linchpin of inclusive education. Speech and language therapists (SLT), in collaboration with teachers, are amongst the professionals who have a role in ensuring inclusion for students. The challenges of collaboration are well documented, with communication considered a potential antidote. Proposals for how collaborative communication can take place often align with models of reflection. Uncertainty around a shared language for reflection within and across the professions of teaching and SLT may pose a barrier to it occurring. Reflection has long been documented as a strategy used by effective clinicians to improve practice. Hence, teachers and SLTs reflecting together could be considered ‘a port of entry’ for effective collaborative practice. This study aims to synthesise literature and knowledge on the phenomenon of reflective practice across the professions to facilitate collaboration for inclusive education. The method of qualitative evidence synthesis will be an integrative review. A systematic search will be conducted to extract empirical studies, reviews and theoretical papers on the topic of reflection across both professions. An adapted version of the PRISMA reporting guidelines will be used in the development, design and reporting of this review. Four databases will be searched: CINAHL, SCOPUS, Education Source and ERIC. A web-based search will also be conducted to retrieve relevant policy documents. Included literature will be appraised using the M-MAT and an adapted checklist from the Joanna Briggs Institute. Deductive content analysis will endeavour to determine if a shared language exists about reflection, across the professions of teaching and speech and language therapy. Establishing a shared language represents a first step towards the development of a framework for collaborative reflection between teachers and SLTs. This is turn serves to inform future research, policy and practice regarding how speech and language therapist can work collaboratively with teachers in schools.Jessica McCluskeyAoife L. GallagherCarol-Anne MurphyF1000 Research LtdarticleMedicineRENHRB Open Research, Vol 4 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R
spellingShingle	Medicine R Jessica McCluskey Aoife L. Gallagher Carol-Anne Murphy Reflective practice across speech and language therapy and education: a protocol for an integrative review [version 1; peer review: 2 approved, 1 approved with reservations]
description	Effective co-practice is considered a linchpin of inclusive education. Speech and language therapists (SLT), in collaboration with teachers, are amongst the professionals who have a role in ensuring inclusion for students. The challenges of collaboration are well documented, with communication considered a potential antidote. Proposals for how collaborative communication can take place often align with models of reflection. Uncertainty around a shared language for reflection within and across the professions of teaching and SLT may pose a barrier to it occurring. Reflection has long been documented as a strategy used by effective clinicians to improve practice. Hence, teachers and SLTs reflecting together could be considered ‘a port of entry’ for effective collaborative practice. This study aims to synthesise literature and knowledge on the phenomenon of reflective practice across the professions to facilitate collaboration for inclusive education. The method of qualitative evidence synthesis will be an integrative review. A systematic search will be conducted to extract empirical studies, reviews and theoretical papers on the topic of reflection across both professions. An adapted version of the PRISMA reporting guidelines will be used in the development, design and reporting of this review. Four databases will be searched: CINAHL, SCOPUS, Education Source and ERIC. A web-based search will also be conducted to retrieve relevant policy documents. Included literature will be appraised using the M-MAT and an adapted checklist from the Joanna Briggs Institute. Deductive content analysis will endeavour to determine if a shared language exists about reflection, across the professions of teaching and speech and language therapy. Establishing a shared language represents a first step towards the development of a framework for collaborative reflection between teachers and SLTs. This is turn serves to inform future research, policy and practice regarding how speech and language therapist can work collaboratively with teachers in schools.
format	article
author	Jessica McCluskey Aoife L. Gallagher Carol-Anne Murphy
author_facet	Jessica McCluskey Aoife L. Gallagher Carol-Anne Murphy
author_sort	Jessica McCluskey
title	Reflective practice across speech and language therapy and education: a protocol for an integrative review [version 1; peer review: 2 approved, 1 approved with reservations]
title_short	Reflective practice across speech and language therapy and education: a protocol for an integrative review [version 1; peer review: 2 approved, 1 approved with reservations]
title_full	Reflective practice across speech and language therapy and education: a protocol for an integrative review [version 1; peer review: 2 approved, 1 approved with reservations]
title_fullStr	Reflective practice across speech and language therapy and education: a protocol for an integrative review [version 1; peer review: 2 approved, 1 approved with reservations]
title_full_unstemmed	Reflective practice across speech and language therapy and education: a protocol for an integrative review [version 1; peer review: 2 approved, 1 approved with reservations]
title_sort	reflective practice across speech and language therapy and education: a protocol for an integrative review [version 1; peer review: 2 approved, 1 approved with reservations]
publisher	F1000 Research Ltd
publishDate	2021
url	https://doaj.org/article/7725f48bbf4c461b95865b5969247e4e
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Reflective practice across speech and language therapy and education: a protocol for an integrative review [version 1; peer review: 2 approved, 1 approved with reservations]

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