Developing IEP's for Physically Handicapped Students: A Transdisciplinary Viewpoint

Sirvis, Barbara

doi:10.1177/004005997801000307

Cited by 5 publications

(1 citation statement)

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“…To date, the transdisciplinary model has been used almost exclusively for children with severe/profound handicaps (e.g., Blaine & Sobsey,1983;McCormick & Goldman,1979;Sears, 1981;Sirvis, 1978;United Cerebral Palsy Association, 1976). Conceivably, the model could be used for all exceptionalities, including gifted.…”

Section: Recommendationsmentioning

confidence: 99%

Transd miscin pi i nary Training

Golightly

1987

Teacher Education and Special Education: The Journal of the Tea

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Educational programming for the handicapped child requires input from a variety of disciplines. However, team strategies to maximize communication among various disciplines have not been incorporated into preservice training programs. Special education teachers are not provided the instruction and experience needed to incorporate team skills into reallife situations. Research indicates the transdisciplinary team process provides optimum services for special education students. For the process to be successful, a teacher must be adequately prepared to function as an integral part of the team. This article is presented in support of such a model. A review of existing special education training models is presented along with a rationale for team training. The transdisciplinary process is described, and recommendations for implementation of a transdisciplinary training program as a step forward in the development of special education teacher preparation are given.Law and litigation have forced a transformation of special education ideologies and thus have demanded changes in knowledge and practice within the discipline. In the past, concern was with the kind of educational interventions provided, but the passage of PL 94-142 in 1975 changed the focus to quality of service delivery (Bauer, 1977). The law gives considerable attention to the necessity of team decisions in service delivery as well as in assessment. As a result, special educators must now function as part of educational teams comprising professionals from several different disciplines, including regular education, occupational therapy, physical therapy, counseling, speech-language pathology, audiology, and medicine. Unfortunately, few preservice training institutions provide instruction and experience in the area of collaboration.The purpose of this article is to provide

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Section: Recommendationsmentioning

confidence: 99%