Objective: This exploratory survey study examined collaborative practices of professionals working in special education. The basis for the survey was the Conceptual Model of Collaboration (CMC), created by Hess and colleagues (2017).
Methods: 27 professionals who work in special education participated. Cross tabulation tests and Pearson's correlation tests were run to determine relationships between the variables.
Results: The findings indicated that the majority of participants value collaboration for student outcomes and professional development. Most participants agreed on common facilitators and barriers to collaboration. Collaboration primarily takes place in IEP meetings, through email and text messaging and is frequent in all classroom types and age ranges. Frequent collaboration has supported prioritization of sensory-motor programming for both the student and the classroom equally.
","abstract_html":"<p><strong>Objective: </strong>This exploratory survey study examined collaborative practices of professionals working in special education. The basis for the survey was the Conceptual Model of Collaboration (CMC), created by Hess and colleagues (2017).</p> <p><strong>Methods: </strong>27 professionals who work in special education participated. Cross tabulation tests and Pearson's correlation tests were run to determine relationships between the variables.</p> <p><strong>Results: </strong>The findings indicated that the majority of participants value collaboration for student outcomes and professional development. Most participants agreed on common facilitators and barriers to collaboration. Collaboration primarily takes place in IEP meetings, through email and text messaging and is frequent in all classroom types and age ranges. Frequent collaboration has supported prioritization of sensory-motor programming for both the student and the classroom equally.</p>","abstract_has_math":false,"creators":["Pentek, Blanka","Sadoff, Katherine","Tang, Evelyn"],"institution":null,"degree_name":"Master of Science in Occupational Therapy","degree_level":"Master's Thesis","degree_discipline":"Occupational Therapy","degree_department":null,"school":null,"contributors":["Laura Greiss Hess, PhD, OTR/L","Joann Figone, MS, OTR/L"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-05-01T07:00:00Z","date_published":"2018-05-01T07:00:00Z","updated_at":"2026-07-24T02:04:44Z","subjects":["special education","interdisciplinary","collaboration","sensory-motor programming","sensory-based interventions","Neurodevelopmental Disorders","Occupational Therapy","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/masters-theses/286","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Laura Greiss Hess, PhD, OTR/L","Joann Figone, MS, OTR/L"]},{"key":"dc:creator","label":"Author","values":["Pentek, Blanka","Sadoff, Katherine","Tang, Evelyn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-12-06T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Occupational Therapy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Occupational Therapy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["special education","interdisciplinary","collaboration","sensory-motor programming","sensory-based interventions","Neurodevelopmental Disorders","Occupational Therapy","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/masters-theses/286"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Objective: This exploratory survey study examined collaborative practices of professionals working in special education. The basis for the survey was the Conceptual Model of Collaboration (CMC), created by Hess and colleagues (2017).
Methods: 27 professionals who work in special education participated. Cross tabulation tests and Pearson's correlation tests were run to determine relationships between the variables.
Results: The findings indicated that the majority of participants value collaboration for student outcomes and professional development. Most participants agreed on common facilitators and barriers to collaboration. Collaboration primarily takes place in IEP meetings, through email and text messaging and is frequent in all classroom types and age ranges. Frequent collaboration has supported prioritization of sensory-motor programming for both the student and the classroom equally.
"]},{"key":"dc:title","label":"Title","values":["Collaborative Practices in Special Education: An Exploratory Study"]}]}],"canonical_facts":{"dc:contributor":["Laura Greiss Hess, PhD, OTR/L","Joann Figone, MS, OTR/L"],"dc:creator":["Pentek, Blanka","Sadoff, Katherine","Tang, Evelyn"],"dc:date.available":["2017-12-06T08:00:00Z"],"dc:description.abstract":["Objective: This exploratory survey study examined collaborative practices of professionals working in special education. The basis for the survey was the Conceptual Model of Collaboration (CMC), created by Hess and colleagues (2017).
Methods: 27 professionals who work in special education participated. Cross tabulation tests and Pearson's correlation tests were run to determine relationships between the variables.
Results: The findings indicated that the majority of participants value collaboration for student outcomes and professional development. Most participants agreed on common facilitators and barriers to collaboration. Collaboration primarily takes place in IEP meetings, through email and text messaging and is frequent in all classroom types and age ranges. Frequent collaboration has supported prioritization of sensory-motor programming for both the student and the classroom equally.
"],"dc:identifier":["https://scholar.dominican.edu/masters-theses/286"],"dc:subject":["special education","interdisciplinary","collaboration","sensory-motor programming","sensory-based interventions","Neurodevelopmental Disorders","Occupational Therapy","Special Education and Teaching"],"dc:title":["Collaborative Practices in Special Education: An Exploratory Study"],"thesis:degree_discipline":["Occupational Therapy"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science in Occupational Therapy"]},"updated_at":"2026-07-24T02:04:44Z"}