Collaborative Partnerships in Action”: Planning from methodologies to actions .

Year: 2019

Author: Saggers, Beth, Odier-Guedj, Delphine

Type of paper: Abstract refereed

Focus & relevance

An important aspect of a socially just and inclusive world is the collaborative partnerships needed to support inclusion in action. The “Collaborative Partnerships in Action” research project aims to further extend and translates results of the recent Autism CRC “Australian Autism Educational Needs Analysis” (Saggers, 2015 ). It will achieve this by producing professional educational resources that translate research findings into practice by mapping over time, real-life examples of collaborative education partnerships in action.

Context & Contribution

This research investigates an innovative approach to knowledge translation of research findings that adds to a growing body of literature across a range of different education research fields including:

* · Inclusive education
* · Teacher education and research innovation
* · Professional education and learning

Design & methods

Through a participatory design (Bergold & Thomas, 2012), this qualitative research focuses on 3 case studies in real schooling contexts. The main aim is to illustrate the process of collaboration in inclusive educational community partnerships (e.g., teacher, parent, student on the autism spectrum) through the collection of visual data (meetings filmed, interviews, visual tools developed by participants) mapped across a school year. In this context, listening to the voice of students.

Results and Findings

This presentation will discuss what the research intends to do through studying three key components of collaboration as part of planning processes that occur between a parent, educator and student on the autism spectrum to support learning. The components include:

a) what kind of adjustments are made and how these are mobilized;

b) what are barriers and facilitating factors experienced by participants in meeting the needs of students during the data collection and

c) the difficulty in practice to “filter or shape” the voice of a child (Zhang, 2017).