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Related Experiment Videos

Meaning of language differences between doctors and educators in a collaborative discourse.

Iris Manor-Binyamini¹

¹Department of Education, Ben Gurion University of the Negev, Israel. irisdoro@bezeqint.net.il

Journal of Interprofessional Care

|March 17, 2007

Summary

This study analyzes how teachers and psychiatrists communicate in special education. It reveals how their language use impacts collaboration and identifies areas of professional discontent and concept transferability.

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Area of Science:

Discourse analysis
Interprofessional communication
Special education

Background:

Collaboration between educators and psychiatrists is crucial in special education settings.
Understanding the nuances of their professional language is essential for effective teamwork.

Purpose of the Study:

To examine the meanings of recurring keywords in interprofessional discourse.
To analyze the role of language in the verbal interactions between teachers and psychiatrists.
To develop models for analyzing interprofessional discourse in special education.

Main Methods:

Ethnographic discourse analysis.
Data collection through formal and informal meetings, interviews, and documents.
Development of two models for analyzing interprofessional discourse.

Main Results:

Identified key word meanings reflecting disciplinary perceptions and communication purposes.
Revealed challenges in language transferability between professionals.
Uncovered areas of staff discontent regarding pupil support.

Conclusions:

The study provides models for understanding and improving interprofessional communication in special education.
Language plays a significant role in the effectiveness of collaboration between teachers and psychiatrists.
Addressing linguistic and conceptual transferability can enhance professional practice and reduce discontent.