Abstract
This research study examined the impact of COVID-19 on university students’ perceptions about the effectiveness of a community-based service-learning project designed to prepare graduate students in special education and undergraduate students in psychology and speech-language pathology to work in transdisciplinary teams in early childhood settings. Students were placed into transdisciplinary teams and assigned to one of two community-based early childhood programs to administer a universal screening tool that assessed young children in several domains. The project was in its sixth year when the country stood still because of the COVID-19 pandemic. The project was re-envisioned, mid-course, to provide an equitable and rigorous assignment for students who were unable to complete the original assignment due to the lockdown. Student perceptions were compared, pre and post COVID; subsequent results are discussed in alignment with the original four goals of the project. Additionally, suggestions are posed to position this service-learning assignment for remote delivery should the pandemic persist to disrupt higher education.
Highlights
Educators in the field of special education are frequently called upon to serve on transdisciplinary teams to provide services to children with special needs
The three professors represented disciplines which often intersect while providing assessment, treatment, and support to young children with disabilities in early childhood settings: Exceptional Education (“ExEd”), Psychology (“PSY”), and Speech-Language Pathology (“SLP”)
After completing the service-learning project, students indicated that they were more comfortable working with young children, F = 4.03, p < .001, and implementing universal screening tools, F = 90.19, p < .001, than they had been prior to beginning the service learning project
Summary
Educators in the field of special education are frequently called upon to serve on transdisciplinary teams to provide services to children with special needs. The three professors represented disciplines which often intersect while providing assessment, treatment, and support to young children with disabilities in early childhood settings: Exceptional Education (“ExEd”), Psychology (“PSY”), and Speech-Language Pathology (“SLP”) These professionals are frequently found on child study teams or Individualized Education Plans (IEP) teams, their higher education coursework and training historically has occurred solely in silos (i.e., the process whereby information, goals, tools, priorities, and processes are not shared with others). Upon entrance into their chosen vocation, early career professionals are expected to spontaneously possess the collaboration skills necessary to successfully interact with others and to effectively service children with special needs
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