ERIC Number: EJ1040110
Record Type: Journal
Publication Date: 2014-Sep
Reference Count: 33
Transdisciplinary Model and Early Intervention: Building Collaborative Relationships
Boyer, Valerie E.; Thompson, Stacy D.
Young Exceptional Children, v17 n3 p19-32 Sep 2014
The National Early Childhood Technical Assistance Center (NECTAC) reported 348,604 children received services in the United States under Part C of the Individuals With Disabilities Education Act (IDEA) in 2009, representing 2.7% of the population (NECTAC, 2012). Early Intervention (EI), or Part C, is designed to provide services to families of children age birth to 3 who are either at risk for or have developmental delays or disabilities (IDEA, 2004). EI providers such as child development specialists, nurses, registered dietitians or nutritionists, physical therapists, occupational therapists (OT), social workers, and speech-language pathologists are members of EI teams enabling collaboration among members. EI teams can be defined by the degree of collaboration among team members. Transdisciplinary (TD) teams utilize extensive collaboration, requiring members to understand individual team roles, have knowledge of different disciplines, and a willingness to work together to provide EI services. Awareness among those working in EI programs or with EI programs is critical to improve services for young children and their families. This article offers a description of a TD model of service delivery, some basic information about team members, and suggestions for collaboration to build team unity.
Descriptors: Early Intervention, Interdisciplinary Approach, Early Childhood Education, Teamwork, Cooperative Planning, Disabilities, At Risk Persons, Developmental Delays, Allied Health Personnel, Delivery Systems, Role, Evaluation Methods, Family Involvement, Specialists, Nurses, Social Work, Speech Language Pathology, Occupational Therapy, Physical Therapy
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Authoring Institution: N/A