The transdisciplinary approach offers an alternative to the challenge of identifying and educating the young migrant student with special needs. Educators of migrant students have often encountered difficulty in maintaining continuity and consistency in assessment and delivery of service. This article discusses the transdisciplinary team model, specifically addressing staff training, “arena” evaluation, and ongoing staff development. Potential uses of the transdisciplinary approach and the Migrant Student Record Transfer System are explored.
Get full access to this article
View all access options for this article.
References
1.
AbbottM. G. (1965). Hierarchical impediments to innovation in educational organizations. In CarverF. D. and SergiovanniT. J. (Eds.), Organizations and Human Behavior Focus on Schools, pp. 42-50. New York: McGraw Hill.
CarterD. B. (1970). Interdisciplinary Approaches to Learning Disorders.New York: Chelton Book Company.
4.
CumminsJ. (1984). Bilingualism and special education: Issues in assessment and pedagogy.San Diego: College-Hill Press.
5.
HansonE. M. (1979). Educational Administration and Organizational Behavior.Boston: Allyn and Bacon.
6.
HasenstabM. S. (1979, April). Comprehensive services for hearing impaired and language delayed infants and preschool children.Paper presented at Council for Exceptional Children in Dallas.
7.
MilesM. B. (1964). Innovation in education.New York: Teachers College.
8.
NazarroJ. (1976). Comprehensive assessment for educational planning. In WeintraubF. J., et al., Public policy and the education of exceptional children.Reston, VA: CEC.
9.
PattersonG. (1976). Staff development handbook, a resource for the transdisciplinary process.New York: United Cerebral Palsy.
10.
ReynoldsM. C., & BirchJ. W. (1982). Teaching exceptional children in all America's schools.Reston, VA: CEC.
11.
SalviaJ., & YsseldykeJ. E. (1985). Assessment in special and remedial education.Boston: Houghton Mifflin.
