ELIZA

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303636 occurrences (No.74 in the rank) during 5 years in the PubMed. [cache]

358) For those involved in supporting and educating children with traumatic brain injury, the interface between health care and education is complex.

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PMID:24054052 DOI:10.1071/PY13035

2015 Australian journal of primary health

* Collaboration across the health care and education interface: what is it like for teachers of children with traumatic brain injury?

- For those involved in supporting and educating children with traumatic brain injury, the interface between health care and education is complex. This paper reports the findings of a study exploring how teachers of children with traumatic brain injury experience collaboration with health-care professionals. A phenomenological approach was used to understand teachers' experience of collaboration. Semi-structured interviews were undertaken with five teachers who taught children with traumatic brain injury in a regional area of Australia. The findings revealed that the experience of collaboration for teachers is characterised by moving through three national spaces (starting out in the interactive space, moving into a collaborative space and embracing the collaborative space). As they move through these spaces, teachers widen their self-sufficient practice horizon to develop reciprocity with health-care professionals. The findings from this study highlight a need for health-care professionals to be sensitive to, and aware of, teachers' familiarity with interdisciplinary collaboration, issues related to knowledge differentials and time constraints.

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