Original Article
Interprofessional partnerships involving school counsellors for children with special needs: a broad based systematic review using the PRISMA framework
Kaprea F. Johnson,
T’Airra W. Belcher,
Betsy Zimmerman,
Jeanel Franklin,
Corresponding Author
Kaprea F. Johnson
Correspondence
Kaprea F. Johnson
Counseling & Special Education Department
Virginia Commonwealth University
Richmond, Virginia 23284
USA
Email: [email protected]
Search for more papers by this authorT’Airra W. Belcher
Search for more papers by this authorBetsy Zimmerman
Search for more papers by this authorJeanel Franklin
Search for more papers by this authorKaprea F. Johnson,
T’Airra W. Belcher,
Betsy Zimmerman,
Jeanel Franklin,
Corresponding Author
Kaprea F. Johnson
Correspondence
Kaprea F. Johnson
Counseling & Special Education Department
Virginia Commonwealth University
Richmond, Virginia 23284
USA
Email: [email protected]
Search for more papers by this authorT’Airra W. Belcher
Search for more papers by this authorBetsy Zimmerman
Search for more papers by this authorJeanel Franklin
Search for more papers by this authorAbstract
Interprofessional educational partnerships can include a diverse group of helping professionals involved in consultation at both the school and community levels. Central to these partnerships should be school counsellors; this systematic review sought to understand the dynamics of these partnerships using the PRISMA framework. The review found that the role school counsellors can play on these teams varies from leader to convener but the specificity in terms of outcomes was missing. Noteworthy is the number of conceptual pieces, which is interpreted as researchers developing models that need additional testing. Future research should put the conceptual models available to directional testing; authors should include more information about the team’s development and each person’s role; and more attention should be paid to the outcomes of these team-based approaches.
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