Team-based service delivery is a common method for families and related professionals to make decisions about children with special needs. Unfortunately, preprofessional training in the area of team functioning has been inadequate. Furthermore, resources to understand and apply the principles of teaming are limited. This article describes current team models and provides guidelines specific to optimal team participation.
Get full access to this article
View all access options for this article.
References
1.
Albano, M.L., Cox,B., York, J., & York, R. (1981). Educational teams for students with severe and multiple handicaps. In R. York, W. Schofield, D. Donder, D. Ryndak, & B. Reguly (Eds.), Organizing and implementing services for students with severe and multiple handicaps (pp. 23-34). Springfield: Illinois State Board of Education.
2.
Allen, K.E., Holm, V.A., & Schiefelbusch, R.L. (1978). Early intervention: A team approach. Baltimore: University Park Press.
3.
Beck, H.L. (1962). The advantages of a multi-purpose clinic for the mentally retarded. American Journal of Mental Deficiency, 66, 789-794.
4.
Briggs, M.H. (1993). Team talk: Communication skills for early intervention teams. Journal of Communication Disorders, 15(1), 33-40.
5.
Dunst, C.J., Johanson, C., Trivette, C.M., & Hamby, D. (1991). Family-oriented early intervention policies and practices. Family-centered or not?Exceptional Children, 58, 115-126.
6.
Falck, H.S. (1977). Interdisciplinary education and implications for social work practice. Journal of Education for Social Work , 13(3), 30-37.
7.
Faulkner, A.O. (1985). Interdisciplinary health care teams: An educational approach to improvement of health care for the aged. Gerontology & Geriatrics Education, 3, 29-39.
8.
Forbes, E., & Fitzsimons, V. (1993). Education: The key for holistic interdisciplinary collaboration. Holistic Nurse Practice , 4, 1-10.
9.
Fulghum, R. (1994). all I really need to know I learned in kindergarten . New York: Villard Books.
10.
Giangreco, M.F., York, J., & Rainforth, B. (1989). Providing related services to learners with severe handicaps in educational settings: Pursuing the least restrictive option. PediatricPhysical Therapy, 1(2), 55-63.
11.
Golin, A.K., & Ducanis, A.J. (1981). The interdisciplinary team. Rockville, MD: Aspen.
12.
Hart, V. (1977). The use of many disciplines with the severely and profoundly handicapped. In E. Sontag, J. Smith, & N. Certo (Eds.), Educational programming for the severely and profoundly bandicapped (pp. 391-396). Reston, VA: Council on Exceptional Children, Division of Mental Retardation.
13.
Landerholm, E. (1990). The transdisciplinary team approach in infant programs. Teaching Erceptional Children, 22(2), 66-70.
14.
Lewis, R.E., Tucker, R., Tsao, H., Canaan, E., Bryant, J., Talbot, P., King, D., & Flythe, M. (1998). Improving interdisciplinary team process: A practical approach to team development. Journal of Allied Health, 27(2), 89-95.
15.
Lyon, S., & Lyon G. (1980). Teaming and staff development: A role release approach to providing educational services for severely handicapped students . Journal of the Association for the Severely Handicapped , 5, 250-263.
16.
Ogletree, B.T. (1999). Introduction to teaming. In B. T. Ogletree, M. A. Fischer , & J. B. Schulz (Eds.), Bridging the family-professional gap: Facilitating interdisciplinary services for children with disabilities (pp. 3-11). Springfield, IL : Thomas.
17.
Orelove, F.P., & Sobsey, D. (1996). Educating children with multiple disabilities: A transdisciplinary approach. Baltimore: Brookes.
18.
Rokusek, C. (1995). Introduction to the concept of interdisciplinary practice. In B. A. Thyer & N. P. Kropf (Eds.), Developmental disabilities: A handbook for interdisciplinary practice (pp. 1-12). Cambridge, MA : Brookline.
