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<p>Multiprofessional collaboration is an important element in the context of inclusive school and classroom development. Previous findings show that collaboration is perceived as important by teachers and other specialists, but is mostly realised in less complex forms. Despite the postulated relevance of collaboration, there are only few research findings so far that investigate the relations between the culture of collaboration in schools and the performance development of the pupils. In the context of inclusive education, pupils with special needs are of particular interest. The present study uses an autoregressive multilevel model to examine the performance development of pupils in grades&#xa0;2 (<i>n</i> = 868) and&#xa0;7 (<i>n</i> = 478) at inclusive schools in the federal state of Brandenburg in the area of reading, and examines relations to collaboration cultures at the individual schools. The results show that although there is mainly no general relation between the individual school-specific cultures of collaboration and the performance development of all pupils in grades&#xa0;2 and&#xa0;7 in reading, pupils with special needs seem to benefit particularly from a&#xa0;pronounced culture of collaboration. This provides evidence for the assumption that multiprofessional collaboration at a&#xa0;school can make an important contribution to the individual development of pupils.</p>

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Zusammenhänge zwischen multiprofessioneller Kooperation und der Leistungsentwicklung von Schüler*innen in inklusiven Schulen

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月24日

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  • Franziska Rogge,
  • Michel Knigge,
  • Antje Ehlert,
  • Jenny Lenkeit,
  • Anne Hartmann,
  • Nadine Spörer

摘要

Multiprofessional collaboration is an important element in the context of inclusive school and classroom development. Previous findings show that collaboration is perceived as important by teachers and other specialists, but is mostly realised in less complex forms. Despite the postulated relevance of collaboration, there are only few research findings so far that investigate the relations between the culture of collaboration in schools and the performance development of the pupils. In the context of inclusive education, pupils with special needs are of particular interest. The present study uses an autoregressive multilevel model to examine the performance development of pupils in grades 2 (n = 868) and 7 (n = 478) at inclusive schools in the federal state of Brandenburg in the area of reading, and examines relations to collaboration cultures at the individual schools. The results show that although there is mainly no general relation between the individual school-specific cultures of collaboration and the performance development of all pupils in grades 2 and 7 in reading, pupils with special needs seem to benefit particularly from a pronounced culture of collaboration. This provides evidence for the assumption that multiprofessional collaboration at a school can make an important contribution to the individual development of pupils.