Disiplinler Üstü Ekip Oluşturma: Erken Çocukluk Eğitimcisi ve Sağlık Hizmetleri Ekipleri Oluşturma Stratejileri

Yıl 2013, , 30 - 44, 01.03.2013

Seong Bock Hong Laura Reynolds-keefer

https://doi.org/10.20489/intjecse.107925

Öz

Yetersizliği olan çocuklar ve aileleri fiziksel, sosyal ve gelişimsel gereksinimlerinin karşılanması için genellikle çok-disiplinli profesyonel hizmetlere ihtiyaç duymaktadırlar. Mesleki eğitim, pedagoji ve uygulamadaki farklılıklar bu gereksinimlerin karşılanmasında çatışma ve karışıklık yaratabilmektedir. Hizmetlerin birleşmesinde disiplinler üstü yaklaşım (TA), çocukların ve ailelerin gereksinimlerini karşılamak amacıyla uzmanların disiplinler arası rolleri paylaşmasına izin vererek bu boşluğu doldurmaktadır. TA ekiplerinin oluşturulması süreci açıklanmış olmasına rağmen TA ekibi oluşturmada katılımcıların deneyimleri ve gelişimsel süreci büyük ölçüde araştırılmamıştır. Bu çalışma ekibin bir parçası olarak ekip üyelerinin tecrübelerini keşfetme ve disiplinler arası becerilerin gelişimini açıklama çabası içinde uzmanların kapsamlı bir TA oyun grubu içinde birlikte çalışırken edindikleri tecrübeleri incelemektedir. Bulgular amaçsal grup yansıtması gibi etkinliklerin rol paylaşma becerilerini ve rol dönüşümünü de kapsayan profesyonel rollerin evrimini etkilediğini ortaya koymaktadır.

Anahtar Kelimeler

Disiplinler üstü, disiplinler arası, çok-disiplinli eğitim

Transdisciplinary Team Building: Strategies in Creating Early Childhood Educator and Health Care Teams

Öz

Children with disabilities and their families often require multi-disciplinary professional services to address physical, social and developmental needs. Differences in professional training, pedagogy and practice can create conflict and confusion in meeting those needs. The transdisciplinary approach (TA) of service integration bridges that gap by allowing professionals to share roles across disciplines in order to meet the needs of children and families. Although the process of developing TA teams is documented, the experiences and developmental processes of participants in TA teaming remain largely unexplored. This study examined the experiences of professionals working together in a TA inclusive playgroup in an effort to explore their experience as a part of that team, and to document the development of skills across disciplines. The findings demonstrate that activities such as intentional group reflection impacted the evolution of professional roles including role release skills and role transformation.

Anahtar Kelimeler

Transdisciplinary, interdisciplinary, multi-disciplinary training

Kaynakça

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