Collaborative Practices in Special Education: An Exploratory Study

<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>

Name thesis:degree_name

Master of Science in Occupational Therapy

Level thesis:degree_level

Master's Thesis

Discipline thesis:degree_discipline

Occupational Therapy

Year dc:date.available

2018

Authors dc:creator

• Pentek, Blanka
• Sadoff, Katherine
• Tang, Evelyn

Contributors dc:contributor

• Laura Greiss Hess, PhD, OTR/L
• Joann Figone, MS, OTR/L

• special education
• interdisciplinary
• collaboration
• sensory-motor programming
• sensory-based interventions
• Neurodevelopmental Disorders
• Occupational Therapy
• Special Education and Teaching

Repository record dc:identifier

https://scholar.dominican.edu/masters-theses/286

OAI identifier oai:identifier

oai:scholar.dominican.edu:masters-theses-1294