Interprofessional Collaboration: Training Preservice Adapted Physical Education Teachers to Facilitate Peer Engagement Among Children With Disabilities

Abstract

Purpose Speech-language pathologists (SLPs) and adapted physical education (APE) teachers working in schools have a distinct opportunity to collaborate and serve students with communication and movement needs. Method Twenty-three preservice APE teachers were given a brief presentation led by SLPs and then rated using a fidelity checklist during the duration of a summer physical activity camp for children with disabilities. A cumulative link mixed model was used to determine APE preservice teachers' ability to facilitate peer engagement and social interaction among children with disabilities within tasks related to their discipline following speech-language pathology training and live coaching. Results Following intervention, preservice APE teachers demonstrated significant gains in increasing peer engagement between campers with disabilities. In addition, observers rated the preservice APE teachers as more skilled in demonstrating comprehension of and implementing the engagement techniques. Discussion Results indicate even a brief in-service from SLPs to APE preservice teachers can help them better recognize and support opportunities for peer engagement for children with disabilities while targeting tasks related to their discipline. Future research is warranted with a larger sample size to elucidate collaboration opportunities that promote optimal outcomes for children with needs across disciplines.