Robbie J. Marsh, Ph.D., BCBA
Mercer University

Heather Baltodano-Van Ness, Ph.D., BCBA-D
Monica Brown, Ph.D.
University of Nevada, Las Vegas

Pedagogical knowledge has been identified as an essential factor for impacting the learning, behavioral, and social emotional outcomes for children with disabilities, particularly students with emotional disturbances (ED). There are many professionals in and out of the school environment who work with children with ED. Oftentimes, these professionals are required to have specialized knowledge and skills. Unfortunately, they acquire these skills and knowledge separate from each other. Therefore, this 5-year interdisciplinary project funded by the U.S. Department of Education, Office of Special Education Programs (USDOE, OSEP) was designed to enhance the skills and knowledge of special education teachers and social workers regarding students with ED. The purpose of this study was to explore participants’ perceptions of interdisciplinary teacher preparation. The study adopted a basic qualitative (i.e., content analysis) design. Each question was analyzed to capture the emerging categories. The results for each question are discussed in detail. Some recommendations for teacher educators and practitioners are provided.

Keywords: interdisciplinary, special education, school social work, educator preparation, content analysis, emotional disturbance

• To Read this Article - or Download this Article (login required)

• To Download the Entire WINTER 2024 Issue of JAASEP -  (login required)

NASET Members -  Login to Access These Files.

If you are a member of NASET, please login to freely access this and all archived articles of JAASEP

If you are NOT A MEMBER of NASET you may purchase this article of JAASEP for $6.95 (use the "Buy now" button below):

OR Buy the entire issue of JAASEP WINTER 2024 for $29.95. Use the BUY NOW button below:

OR - Join NASET and have access to this & ALL PAST ISSUES of JAASEP - JOIN NASET

Return to the Table of Contents - CLICK HERE