Interdisciplinary Collaboration Among Early Intervention Faculty Members

Abstract

Quantitative and qualitative methods were used to investigate interdisciplinary practices of 116 early intervention faculty. Results indicated that faculty engaged in a small amount of interdisciplinary teaching in their preservice programs. No significant differences were found in the amount of interdisciplinary teaching that faculty from four different discipline groups provided. Quantitative results indicated work environment variables were the strongest predictors of level of interdisciplinary collaboration. A content analysis revealed the most frequently reported hindrance to interdisciplinary collaboration was the work environment and the most frequently reported facilitator was the extent to which faculty value interdisciplinary collaboration. Findings suggest that policy supporting interdisciplinary service delivery has outstripped the field's capacity to prepare personnel using interdisciplinary practices.