Abstract
This paper opens with a discussion of the relevance of service integration to the successful implementation of the Integrated Community Schools (ICS) policy in Scotland. It continues to offer an overview of the teacher/speech and language therapist (SLT) collaboration policy context and introduces some of the relevant wider children's services integration policy themes. The approach and aim of a discourse‐based analysis are then discussed and the paper continues to suggest how such an approach may be used to uncover individuals’ identifications and subject positions. The analytical framework of five dimensions of power is introduced, empirical data are analysed to demonstrate how collaboration operates in practice in one specific collaboration relationship, and the issues of power which were uncovered are examined. The analysis would suggest that while policy discourses construct collaboration in particular ways, practitioners differentially appropriate collaboration and other professional discourses as resources with which to construct acceptable identities.