Teaching Interprofessional Practice: A Course on a System of Care for Children With Severe Emotional Disturbance and Their Families

Herrick, Charlotte A.; Arbuckle, Margaret B.; Claes, Jacalyn A.

doi:10.1177/10740702008003007

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This lack of training was surprising to discover, as Zraick et al (2014) determined that transdisciplinary collaboration supports students as they cultivate their own individuality within their chosen profession. Similarly, Herrick et al (2002) determined that students who receive transdisciplinary training within their educational programs are more apt to enter into their chosen profession with knowledge of the scope of practice, philosophies, and language of their own discipline in addition to those frequently used in other fields. The importance of transdisciplinary collaborations is realized as research demonstrates better and improved outcomes for children as recognized by stakeholders such as professionals and families.…”

Section: Transdisciplinary Collaboration Education and Learningmentioning

confidence: 99%

COVID-19 Modifications to a Service-Learning Project Designed to Prepare Special Education Students to Be Effective Participants in Transdisciplinary Collaborations

Doody

Fulcher²,

Schueltze

2021

Excelsior: Leadership in Teaching and Learning

View full text Add to dashboard Cite

This research study examined the impact of COVID-19 on university students’ perceptions about the effectiveness of a community-based service-learning project designed to prepare graduate students in special education and undergraduate students in psychology and speech-language pathology to work in transdisciplinary teams in early childhood settings. Students were placed into transdisciplinary teams and assigned to one of two community-based early childhood programs to administer a universal screening tool that assessed young children in several domains. The project was in its sixth year when the country stood still because of the COVID-19 pandemic. The project was re-envisioned, mid-course, to provide an equitable and rigorous assignment for students who were unable to complete the original assignment due to the lockdown. Student perceptions were compared, pre and post COVID; subsequent results are discussed in alignment with the original four goals of the project. Additionally, suggestions are posed to position this service-learning assignment for remote delivery should the pandemic persist to disrupt higher education.

show abstract

Section: Transdisciplinary Collaboration Education and Learningmentioning

confidence: 99%