Abstract

Collaborative work is a fundamental tool for the development of educational inclusion. When teachers and speech and language therapists (SLTs) work collaboratively, they favour the teaching-learning process of all the students in the classroom. However, despite the importance of collaborative work for educational inclusion, barriers have been reported that affect the development of collaborations. This review identified the facilitators of collaborative work as perceived by teachers and SLTs. The search for scientific articles was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, and 1752 articles were reviewed. The articles were analysed, and categories were created and distributed according to Bronfenbrenner's Ecological Model. The identified facilitators have implications across ecological levels, informing professional practice (teacher - SLT dyads), school leadership and management, and policy and training systems. These results will be useful for professionals assessing how they can move towards a higher level of development and thus support decision-making.