Improving Special Education Service Delivery Through Interdisciplinary Collaboration.
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| Title: | Improving Special Education Service Delivery Through Interdisciplinary Collaboration. |
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| Authors: | Dillon, Suzanna1 (AUTHOR) sdillon@twu.edu, Armstrong, Erika1 (AUTHOR), Goudy, Leah1 (AUTHOR), Reynolds, Hannah2 (AUTHOR), Scurry, Sara3 (AUTHOR) |
| Source: | Teaching Exceptional Children. Sep2021, Vol. 54 Issue 1, p36-43. 8p. |
| Subject Terms: | *Special education, *Individualized education programs, *Physical education teachers, *Students with disabilities, Professional ethics |
| Abstract: | Central to positive learning outcomes for students with disabilities is the ability of the individualized education program (IEP) team to work collaboratively. Within the IEP team, effective service delivery involves direct and related service providers working in an interdisciplinary capacity as they share professional responsibilities to implement the student's program and achieve the common goal of improved student outcomes. With support from the literature, this paper discusses the core components of Bronstein's Interdisciplinary Collaboration Model (2003); and elucidates how professionals share their content knowledge and technical skills with each other, collaborate in instructional design, and gain a firm understanding of each other's discipline in practice. Practical applications that promote interdisciplinary collaboration between adapted physical educators, special educators, related service providers, and parents to improve service delivery and learner outcomes are shared. [ABSTRACT FROM AUTHOR] |
| Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.) | |
| Database: | Education Research Complete |
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| Abstract: | Central to positive learning outcomes for students with disabilities is the ability of the individualized education program (IEP) team to work collaboratively. Within the IEP team, effective service delivery involves direct and related service providers working in an interdisciplinary capacity as they share professional responsibilities to implement the student's program and achieve the common goal of improved student outcomes. With support from the literature, this paper discusses the core components of Bronstein's Interdisciplinary Collaboration Model (2003); and elucidates how professionals share their content knowledge and technical skills with each other, collaborate in instructional design, and gain a firm understanding of each other's discipline in practice. Practical applications that promote interdisciplinary collaboration between adapted physical educators, special educators, related service providers, and parents to improve service delivery and learner outcomes are shared. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00400599 |
| DOI: | 10.1177/00400599211029671 |
