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Supporting inclusive education through interprofessional collaboration requires developing capacity among school professionals. Partnering for Change (P4C) fosters inclusive-learning environments through teacher-occupational therapist (OT) partnerships, but its capacity development process is underexplored outside of Canada. To explore capacity development to create inclusive learning environments among teachers and OTs during interprofessional collaboration within P4C in Sweden. An embedded mixed-methods design was used in this small exploratory study. Ten P4C-teachers and five OTs, along with eight control teachers, completed questionnaires on knowledge, beliefs, and skills for inclusion, analysed using descriptive statistics, Friedman's ANOVA, and parallel coordinates plots. Three focus groups with P4C-professionals were analysed to identify categories related to capacity development and collaboration. Self-reported inclusion-related knowledge, beliefs, and skills increased over time among participants, with larger changes among P4C-teachers compared to controls. P4C-professionals' experiences of capacity development included greater awareness of pupil diversity, class-wide adaptations, and differentiated teaching. Classroom-based collaboration supported shared learning and solution development. Key aspects of collaboration included valuing roles, open communication and shared goals. Findings suggest P4C supports capacity development for inclusion through interprofessional collaboration. Further research with larger samples is needed to confirm these results.
Yngve et al. (Mon,) studied this question.