Abstract
Successful collaborative goal setting for disabled children is an essential part of family-centred practice (FCP). There is a paucity of research that collates concepts or approaches to collaborative goal setting. This scoping review aimed to explore key features and the application of collaborative goal setting frameworks and approaches used in an educational context for disabled children and their families. Ten databases were systematically searched using the keywords and synonyms of collaboration, goal setting, children, and disability from 2000 to January 2023. Data were collated and analysed thematically. Twenty-four studies were included for review and four key elements were identified as supporting collaborative FCP: (a) adopting a child-centred approach to enhance the child's strengths and dreams; (b) using goal-setting tools to identify the child's current ability; (c) applying structured processes to achieve collaborative family-centred practice; and (d) accessing external support during collaborative goal setting. A new working model was developed from the findings, which describes collaborative constructs and practical strategies for child-centred goal setting. Exploration and use of this model may support professionals to enhance collaborative family-centred goal-setting practice. Key Words: Children, Collaboration, Disability, Education, Goal Setting