Breaking Barriers, Building Bridges: A Qualitative Exploration of Multi-Disciplinary Collaboration in Supporting Special Education Learners

Inclusive education increasingly requires strong collaboration among educators, administrators, and allied health professionals to effectively support learners with special educational needs. Despite the growing emphasis on multidisciplinary teamwork, limited research has examined how such collaboration occurs within private school settings in the Philippines, particularly when schools partner with hospital-based therapy providers. This study explored the lived experiences of professionals engaged in multidisciplinary collaboration to support Special Education (SPED) learners in private schools in Laguna. A qualitative narrative research design was employed to capture the experiences of ten purposively selected participants, including occupational therapists, physical therapists, speech-language pathologists, SPED teachers, and school administrators. Data were collected through semi-structured interviews and analyzed using thematic narrative analysis to identify recurring patterns related to communication, decision-making, professional roles, and Individualized Education Program (IEP) development and implementation. Findings revealed that effective collaboration strengthened learner support through shared expertise, coordinated planning, and consistent communication among professionals. Participants emphasized that multidisciplinary teamwork improved the alignment of therapeutic and educational goals, resulting in more responsive and individualized interventions. However, challenges such as role ambiguity, limited time for coordination, and logistical barriers between schools and external therapy providers occasionally hindered collaborative processes. The study concludes that structured communication systems, clearly defined professional roles, and strong administrative support are essential in sustaining effective multidisciplinary partnerships. Enhancing these collaborative practices can significantly improve inclusive education and promote holistic developmental outcomes for SPED learners in private school contexts.