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Copyright of Canadian Journal of Community Mental Health is the property of Canadian Periodical for Community Studies Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The project was carried out in a special education center located in a Quebec University. Its aim is to establish an interdisciplinary partnership combining special education and social work to, first, reinforce the services offered to children with learning difficulties and their families in the center, and second, to enrich initial training in the two disciplines. This study uses a qualitative method of analysis of the content of the reflexive work offifty-five students. The aspects documented in this work concerned the learning related to the clarification of roles and professions, to team work, to a family-centered practice, to interprofessional communication, to exercising collaborative leadership, and to prevention and resolution of conflict. Finally, researchers were interested in professional interdisciplinarity and its impacts on the construction of personal and professional identity of initial training students studying in special education and in social-work. [ABSTRACT FROM AUTHOR]