Evaluating Transdisciplinary Teaming for Students with Disabilities

Abstract

Transdisciplinary (TD) teaming appears to be an effective and appropriate approach to providing educational programming to students with disabilities in rural schools. This approach may contribute to special educators experiencing less isolation and to increased skill acquisition and maintenance by students. The purpose of this article is to provide practitioners with guidelines to consider when evaluating their approach to teaming for delivery of services to students with disabilities. An evaluation checklist is provided to assist practitioners in evaluating their teams and in implementing a TD approach to teaming.