Abstract

The main strategy for promoting inclusion in schools is collaborative work. Although educational policies in Chile encourage collaboration between teachers and support professionals, the understanding of the forms and dynamics of teamwork within educational teams remains underexplored. Using a qualitative and interpretative methodology, this study analyzes the collaborative practices developed by early childhood teachers and speech and language therapists to support students aged 4 to 5 who have been assessed with special educational needs. Semi-structured interviews were conducted with 12 professionals (6 early childhood teachers and 6 speech and language therapists) working in schools that implement the School Integration Program. The findings indicate that interprofessional collaboration is still in an early stage, constrained by structural barriers such as time limitations, the segmentation of professional roles, the lack of stable institutional conditions for coordination, and the absence of specific training to support collaborative practices. The professionals’ accounts reflect diverse understandings and a high dependence on organizational factors to sustain joint work. Nevertheless, they also reveal a positive disposition toward collaboration and its inclusive potential, opening up opportunities to inform educational policies and institutional strategies in early childhood education. © 2025 FahrenHouse. All rights reserved.