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A Model for Interdisciplinary Preparation in Culturally-Responsive, Evidence-Based Transition Planning
Abstract
Over the past seven years, we have provided intensive training to cohorts of school psychology and special education graduate students. Through rigorous shared coursework, in-person and virtual learning, coordinated school-based fieldwork, and enhanced study (conference attendance, seminar participation, case study completions) scholars gained the skills to establish and sustain culturally responsive, evidence-based transition services for students with disabilities, including those high-intensity needs. This chapter describes the steps the co-authors took to enhance the training and service delivery of school psychologists and special education teachers to provide effective transition services.
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