In order to gain greater insight into the transdisciplinary approach, I firstly refer to the different models of team interactions used in health-care and educational settings. Whereas disciplinary and inter-professional teams only consist of professionals, settings requiring early intervention (such as schools) are more reliant on the child and the child’s family (regarding them as crucial team members). Various options are provided for teams to function together effectively, depending on the team’s setting. These include multidisciplinary, interdisciplinary and transdisciplinary models (Effgen, 2012; Gargiulo, 2015; Lane & Bundy, 2011).
The multidisciplinary model is the oldest model of team interaction. It consists of professionals from various disciplines and requires of them to formulate their evaluations individually (Effgen, 2012). Team members do not pay much attention to the actions of other role-players and are only connected by the idea of sharing a mutual goal. Assessments, interventions and reports are usually provided separately by individuals from each discipline with limited interaction, comparison or sharing among one another. This often leads to an overload of recommendations, unclear goals and contradictory instructions (Gargiulo, 2015; Lane & Bundy, 2011). Parents/caregivers usually meet separately with each professional and passively receive information from them with regards to their child. Gargiulo (2015) does not regard the multidisciplinary model as very “family-friendly”. It is in line with the medical model (previously discussed).
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The interdisciplinary model was developed to address some of the challenges associated with the multidisciplinary model (as mentioned above). This model also represents team members from different disciplines but welcomes family members as part of the team. The input from family members is regarded as secondary to the professionals’ opinions and they meet together with the entire team (Lane & Bundy, 2011). This approach allows for team members to work together and to interact continuously, from the identification to the intervention process. Formal communication platforms are provided and all information shared. Joint goals are set and disciplinary boundaries are defined less clearly (Effgen, 2012). Each professional is however solely responsible for their own role in the intervention process (Gargiulo, 2015).
The transdisciplinary model is based on similar principles as the interdisciplinary model but goes a step further in making work across and beyond various disciplines possible (Gargiulo, 2015). Even though members from different disciplines are linked to their primary field of expertise, they are also allowed to implement suggestions made by other team members (Effgen, 2012). The transdisciplinary model regards both professionals and family members as valuable team members. Family members determine their means of participation and remain at the centre of the decision-making process (Lane & Bundy, 2011).
2.8.2 The transdisciplinary approach
The transdisciplinary approach is defined as “the sharing of roles across disciplinary boundaries so that communication, interaction and cooperation are maximised among team members” (Campbell et al., 2014, p. 976). It allows for specialists from multiple disciplines such as the class teacher, educational psychologist, speech therapist and occupational therapist, as well as parents/caregivers to work together as a team and maximise communication and cooperation (Campbell et al., 2014). Role players are encouraged to continuously share information, terminology and skills collaboratively. Cross-training therefore occurs with team members teaching each other specific interventions to implement in order to best meet the learner’s needs within various settings, and to help develop their resilience (Effgen, 2012).
As these role-players interact, joint decisions can be made to ensure the achievement of common goals with the learner’s best interests at heart (Friend & Cook, 2009). A supportive community can only be established if no learner, parent/caregiver, teacher or educational support professional tries to manage substantial challenges alone. The transdisciplinary approach therefore aims to establish a sense of belonging in which each individual is accepted and supported, and eventually provides support to the learner with SpLD along with the school
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community, thereby helping to develop that learner’s resilience (Landsberg, 2016). Its priorities lie in delivering co-ordinated and integrated family-centred services that meet the vast needs of children with disabilities (including SpLD) as well as their families (King, Strachan, Tucker, Duwyn, Desserud & Shillington, 2009).
The transdisciplinary model originated from the need for consistent service for learners with severe disabilities. It is regarded as the best practice for early intervention and is mostly used in early child intervention programmes. It is suggested that the transdisciplinary model should lead to more effective interventions due to the interventions being provided more frequently throughout the day during functional activities within the home and school environment (Campbell et al., 2014).
The transdisciplinary approach can be identified by three key features (Boyt Schell, Gillen & Scaffa, 2013; King et al., 2009). The first feature entails role-players from various disciplines assessing the child at the same time through standardised and informal methods. One team member takes on the role of a facilitator; one or two role-players engage with the child while role-players from other disciplines act as observers. Each team member has a role to play, including the parent/caregiver who is responsible for providing valuable insight regarding their child. The parent/caregiver can further implement structured tasks at home with the input of other role-players. Once assessments are completed, team members share and analyse information. Joint decisions then get made with regards to final interventions (King et al., 2009).
The second feature is continuous interaction between role-players, making it possible for information, knowledge and skills presented by each discipline to contribute to daily interventions (implemented in the home and school environment), insuring cooperative teamwork. The last fundamental feature is role-release, which can be regarded as challenging. Role release occurs when team members leave strategies (primarily associated with their discipline) under the care of other team member who take responsibility of its implementation features (Boyt Schell et al., 2013).
This process requires of team members to share their expertise openly and to appreciate the views, knowledge and skills of role-players from other disciplines. For role-release to be effective, team members need to trust one another and be willing to lay aside their particular
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role when necessary. They can then establish a non-competitive environment that does not rely on hierarchy as each team member gets valued equally (Edwards, 2016).
The focus of the transdisciplinary model primarily lies in combining the expertise of role- players in order to deliver competent and holistic assessment and intervention services. This model strives to offer a more collaborative approach, eliminating fragmentation of service delivery. Professionals regard parent/caregivers as playing a fundamental role in the team with regards to information shared, decisions made and interventions implemented (Gargiulo, 2015).
2.9 CHALLENGES PRESENTED WITH IMPLEMENTING THE