The More the Merrier: Using Collaborative Transdisciplinary Services to Maximize Inclusion and Child Outcomes

Abstract

59 Vol. 24, No. 2, June 2021 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620922206 DOI: 10.1177/1096250620922206 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood A local education agency (LEA) preschool program serving 3to 5-year-old children is committed to high-quality inclusion for young children with disabilities and their neurotypical peers. The school is investing in using evidence-based practices to support all children in learning and development, building meaningful friendships, and a sense of belonging in the community. Each classroom is staffed with a BA-level lead teacher and BA-level teaching assistant. The related service providers including early childhood special educator (ECSE), occupational therapist (OT), speech language pathologist (SLP), and physical therapist (PT) each spend one day in the preschool every week. On that one day, the specialists visit all three classrooms and work individually with each of the children whom they serve. It is becoming increasingly clear to the educational team that this is not enough time for the specialists to serve all the children on their caseload to the desired degree and children are not able to capitalize on learning opportunities throughout their school day. The team is looking at ways to better serve all children and provide more opportunities for children to learn during the natural routines of the day. While the transdisciplinary service delivery model began in the 922206 YECXXX10.1177/1096250620922206Young Exceptional ChildrenTransdisciplinary Service Delivery / Rausch et al. research-article2020