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Abstract

Professional collaboration in special education is essential for student success (Barnes & Turner, 2000). However, IDEA legislation does not guide how such collaboration should take place (Pub. L. 108–446). The Conceptual Model for Collaboration (CMC) created by Czuleger and colleagues (2016) described professional collaborative practices of a transdisciplinary team at a special education center. The purpose of this study was to examine the CMC in a broader context.

Department

Occupational Therapy

Faculty Advisor

Laura Greiss Hess OTR/L, Ph.D.

Publication Date

Fall 2017

City

San Rafael, CA

Keywords

Special education, collaboration, occupational therapy, interdisciplinary, sensory-motor programming

Disciplines

Occupational Therapy | Special Education and Teaching

Collaborative Practices in Special Education: An Exploratory Study


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