Sharing the Responsibility: Using a Transdisciplinary Team Approach to Enhance the Learning of Students With Sever Disabilities

Abstract

The traditional approach of providing related services to students with severe disabilities in a pull-out, isolated fashion is presented as less effective than a transdisciplinary approach. Characteristics of the transdisciplinary model include: strong family focus, collaborative consultation, and integrative service delivery. This article clarifies the problems inherent in the traditional approach to service delivery with regard to student progress. Rationale for supporting documentation and case examples all highlight the benefits of a more integrative approach. Strategies for transitioning from a traditional to a transdisciplinary model are presented and ideas for future research are suggested to further substantiate this recommended approach.