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Kathleen M. Farrand, Ph.D.; Megan Troxel Deeg, M.S.; Oaklee Rogers, OT.D., OT.R/L.; Allison M. Mullady, Ph.D.; Stephanie S. Williams, M.S.; Bjorg T. LeSueur, M.S.

Abstract

This article presents the Collaborative Design Model as a tool for developing collaboration and self-efficacy for preprofessional educators and service providers. As student populations continue to become more diverse, preprofessionals entering the classroom must be prepared to collaborate with colleagues effectively and efficiently to address the variety of needs presented in the classroom. Little research exists on the collaboration among preprofessional teachers and preprofessional occupational therapists. The proposed model provides a method for supporting preprofessionals in collaborating to meet the needs of students at risk for or with disabilities. Initial pilot findings suggest the Collaborative Design Model could potentially increase self-efficacy and collaboration skills for preprofessionals working in the classroom.

Comments

The authors report they have no conflicts of interest to disclose.

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