Abstract
The purpose of this chapter is to provide an overview of the development and implementation of a currently running, interdisciplinary program between school psychology and special education within a Hispanic-serving institution. Due to critical shortages of school psychologists and special educators across the country, novel practices in interdisciplinary collaborative training may aid in recruitment and retention efforts while enhancing service delivery for racially, ethnically, and linguistically diverse (RELD) students with high intensity needs. The chapter highlights approaches and components including (1) focus on an equity-based and integrated framework for personnel preparation, (2) recruitment and retention activities to attract diverse scholars, (3) planning and delivery of shared collaborative coursework and field experiences, (4) reflection of the lessons learned, and (5) recommendations to other preparation programs in providing interdisciplinary training and support to RELD personnel.
TopIntroduction
The critical shortage of school psychologists and special educators across the nation has been a long-standing issue, along with the need to diversify the professions. Students who receive special education services make up approximately 15% of the total public-school population (NCES, 2022). The shift in demographics in the United States (U.S.) is also evident in the overall school age population of public-school students with disabilities from 2000 –2020. In 2000, approximately 63% were White, 20% Black and 14% were Hispanic; whereas, in 2020 47% were White, 18% were Black and 26% were Hispanic (NCES, 2022). The change in demographics has significantly impacted the public-school population. Personnel working with students with disabilities are often not credentialed (e.g., teaching special education with a degree in business; not passing state department of education subject area [special education] test) to teach them. They also do not have the necessary advanced skills and in-depth knowledge to implement practices (e.g., application of evidence-based or high leverage practices [HLPs]) that result in positive outcomes for students with disabilities with the most complex educational needs (McLeskey et al., 2019) such as those provided through an advanced degree, and are not representative of the change in US demographics (National Center for Education Statistics [NCES], 2020) that is found in large urban settings. The divergence between the cultural and linguistic characteristics of special education personnel and the school-age children they serve continues to grow. Demographics from a national survey (Goforth et al., 2021) indicate significant underrepresentation of racially, ethnically, and linguistically diverse (RELD) school psychologists in the workforce: 86% are White, 4% are Black/African American, and 8% are Hispanic/Latinx which differs sharply from the student population (Irwin et al., 2021). This is similar to the demographics of classroom teachers: 79% are White, 7% are Black/African American, and 9% are Hispanic/Latinx (NCES, 2020). In fact, as Scott et al. (2022) point out, RELD students with disabilities can complete an entire public school career without having an educator from an RELD background. As research has documented the academic, social, and emotional benefits of a more diverse teacher workforce on this population (Redding, 2019), attracting a diverse workforce is pivotal for optimal student outcomes.
Of similar importance is a workforce that is well-prepared to professionally collaborate. School psychologists traditionally collaborate with educators, parents, and other professionals to create safe, healthy, and supportive learning environments for students with disabilities by providing services in assessment, intervention, and consultation. Special educators are responsible for designing and implementing instructional supports to students with disabilities while also providing accommodations and interventions to assist student learning. However, many educators may have limited knowledge and understanding of the specific roles of school psychologists other than assessment-related activities (Gilman & Medway, 2007). It is essential that these respective disciplines cultivate a collaborative relationship by sharing common values and perspectives, as well as leveraging their expertise to foster learning and positive behavior of students with disabilities (Margison & Shore, 2009). Engaging in interdisciplinary collaboration is also an essential part of the professional socialization process early on in their training. Welcoming opportunities and acknowledging adaptations for graduate training can greatly enhance curricular and cultural understanding, while providing an integrated approach to training and service delivery (Pham et al., 2021).
Key Terms in this Chapter
Cultural Responsiveness: The ability to learn from and relate respectfully with students from various racial, ethnic, linguistic, or cultural backgrounds.
Collaborative Communities of Learners: A group of students who work together to support each other through the learning process.
Intensive, Multi-Tiered Interventions: The most intensive tier in tiered interventions, often referred to as Tier 3, whereby data-based individualization is used to plan for supports to assist students in learning who have not made progress using other whole-class or small group approaches.
High Intensity Needs: The special needs of students with severe and persistent learning and behavior challenges, often requiring individualized and targeted interventions to make adequate academic, social, and behavioral progress.
Underrepresented Groups: A term referring to groups who have been denied access or opportunity and/or suffered past institutional discrimination in the US. This has often included people who are Black, Asian American, Latinx, Native American, and individuals with disabilities.
Integrated Learning Model (ILM): A model that combines elements of Gay’s (2018) components of culturally responsive teaching and Frattura and Capper’s (2006) AU51: The in-text citation "Frattura and Capper’s (2006)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. integrated comprehensive services model to create equitable approaches to teaching and learning with equitable environments and access for education.
Minority Serving Institutions: Universities that primarily serve students from minoritized backgrounds and often have missions around providing access and opportunities for traditionally underrepresented and low-income students in higher education.
Personnel Preparation: Training and preparation specifically designed at preparing educators for their roles.
Racially, Ethnically, and Linguistically Diverse (RELD): A broad term used to describe communities or individuals whose races, ethnic backgrounds, languages, and other cultural factors differ from the culture of power.
Inclusive Practices: Teaching approaches that recognize and respect the differences between students and use this knowledge to ensure that all students can access educational content and participate fully in their learning alongside their peers.