Multi-professional collaboration at inclusive all-day schools-A case study on the networks and practice of special education teachers at a primary all-day school

In Germany, the implementation of all-day schools and inclusion changed the staff situation at regular schools. Staff with a range of different professional backgrounds work together at regular schools. Theory suggests that the staff need to collaborate with each other in order to support the students. The focus of the present study is on this so-called multi-professional collaboration. Research questions are (1.) how special education staff is embedded in the collaboration network at school and (2.) what the collaboration of the special education staff is like? An exemplary all-day school was carefully chosen as a case study. Data was collected from all staff members-including teachers, non-teacher pedagogues and educators (n = 28 staff; response rate 68%)-using semi-structured interviews. Social network analysis and content analysis was utilised to analyse the data. Results showed that the special education teachers had close work relationships only to teachers who had a student with identified special educational needs (or measures for prevention). No other close collaborations were reported. Yet, the special education teachers met the school principal on a regular basis. The spectrum of tasks and responsibilities of the special education teachers are perceived differently by the special education teachers themselves as well as by the regular teachers, creating frictions in the multi-professional collaboration. Moreover, the two special education teachers analysed illustrate how special education work can vary: one focusing on counselling and the other on direct support.