Labour division and inclusion: perspectives of early childhood education staff on interprofessional collaboration when identifying and working with autistic children

Autistic children have the right to be included in early childhoodeducational (ECE) settings. Motivated by the need for knowledge ofhow such education can be developed, this study examined theperspectives of ECE staff (i.e. teachers, child carers, and principals)on interprofessional collaboration regarding identifying and working with autistic children. Qualitative interviews were used. By usingInterpretative phenomenological analysis, three themes werefound: (1) identifying children, (2) professional collaboration inECE settings, and (3) collaboration with professions from outsideECE settings. The findings were analysed in light of the concepts ofpower, jurisdiction, and interprofessional collaboration and discussed in relation to inclusive education. The study found thatrigid labour divisions, power imbalances, and lack of knowledgewere perceived to hinder collaboration concerning identifying andworking with autistic children. The study concludes that futureresearch on interprofessional collaboration is needed to improveinclusive education.