Interprofessional Collaboration: Supporting Activity Competence and Opportunities for Participation of Children with Physical Disabilities

This study explores how interprofessional collaboration is enacted to support activity competence and opportunities for participation of children with physical disabilities. Based on participant observation, the data consist of field notes. Theoretically, the analysis is framed by Anne Edwards’ writings on the relational turn in expertise, especially her concepts of relational expertise, common knowledge, and relational agency. The results illustrate that the enactment of interprofessional collaboration is characterized by how common ground matters in such collaborations, how the actors involved in the collaboration are learning together, and how the actors are orchestrating as fine tuned music, thereby conducting successful collaboration. These interprofessional collaborations are enacted across municipal services and service levels, engaged in activities with the child, and integrated with families as key participants. Drawing on Edwards’ theory, the article demonstrates examples of successful interprofessional collaboration that support activity competence and opportunities for participation of children with physical disabilities.