Interdisciplinary Collaboration of Pre-Service School Practitioners: Pilot Survey Results of Perceived Training and Practice for Special Education Services: Collaboration of Pre-Service School Practitioners

Zachary Pietrantoni; Jonathan Chitiyo; Yi-Wen Su; Szu-Yu Chen; Abigail Stephenson; Ailen Fleites

Interdisciplinary Collaboration of Pre-Service School Practitioners: Pilot Survey Results of Perceived Training and Practice for Special Education Services

Collaboration of Pre-Service School Practitioners

Authors

Zachary Pietrantoni Florida International University https://orcid.org/0000-0002-7383-7026
Jonathan Chitiyo University of Pittsburgh Bradford https://orcid.org/0000-0003-2891-5264
Yi-Wen Su Portland State University https://orcid.org/0000-0002-5954-1122
Szu-Yu Chen Palo Alto University https://orcid.org/0000-0002-0427-1866
Abigail Stephenson Florida International University https://orcid.org/0000-0003-3902-4547
Ailen Fleites Florida International University

Abstract

Interdisciplinary collaboration (IC) outlines strategies and practices for multiple stakeholders to utilize shared problem-solving skills to achieve a common goal (Dillon et al., 2021; McLeskey et al., 2017). School practitioners must adequately be trained to ensure they have the knowledge and skills to engage in IC (Dillon et al., 2021; Goodman-Scott et al., 2018; McDaniel et al., 2022; Yada et al., 2022). Our study explored the perceived IC training and practices of pre-service school practitioners (i.e., school counselors, special education teachers, and teachers). The results suggested that most pre-service school practitioners received more training in IC strategies and best practices than theories or multi-tiered systems of support. Furthermore, results indicated that most pre-service school practitioners reported feeling under prepared and lacked confidence in using IC. Lastly, results found that most pre-service school practitioners strongly agreed with IC practices.

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Published

2025-09-01

Issue

Vol. 17 No. 3 (2025): CURRENT ISSUE

Section

Articles

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