Building Communities of Practice: Initial Perceptions of an Interdisciplinary Preparation Program for Special Education Teachers and Social Workers

Robbie J. Marsh; Heather Baltodano-Van Ness; Monica Brown

doi:10.64546/jaasep.544

Building Communities of Practice: Initial Perceptions of an Interdisciplinary Preparation Program for Special Education Teachers and Social Workers

Robbie J. Marsh, Ph.D. (Author) BCBA Mercer University Author Biography
Robbie J. Marsh is an Associate Professor of Special Education at Mercer University. His research focuses on understanding and developing school connectedness for students with EBD, provision of mental health services, and meeting the needs of youth with and without disabilities in juvenile justice.
Heather Baltodano-Van Ness, Ph.D., BCBA-D (Author) University of Nevada, Las Vegas Author Biography
Heather Baltodano-Van Ness is an Associate Professor in Residence at the University of Nevada, Las Vegas. She is a nationally certified school psychologist and Board Certified Behavior Analyst. Her work and research focuses on enhancing educator knowledge of student social and emotional needs and interventions to support PreK-12 students in school-based and clinical settings.
Monica Brown, Ph.D. (Author) University of Nevada, Las Vegas Author Biography
Monica Brown is a professor of special education at UNLV. Her research interests primarily include students with disabilities who are from minoritized backgrounds. This research was conducted as a part of a grant from the Office of Special Education Programs (OSEP).

DOI

https://doi.org/10.64546/jaasep.544

Abstract

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

Barriers, Communities of Practice, Emotional Disturbances, Employment Qualifications, Graduate Students, Interdisciplinary Approach

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How to Cite

Marsh, R. J., Ness, H. B.-V., & Brown, M. (2024). Building Communities of Practice: Initial Perceptions of an Interdisciplinary Preparation Program for Special Education Teachers and Social Workers. Journal of the American Academy of Special Education Professionals, 19(1), 134-153. https://doi.org/10.64546/jaasep.544