This practical resource for teachers, professionals, and parents addresses collaboration, effective communication, and how to work with families. Information also is included on the many different professionals involved in the education of students with disabilities, such as occupational therapists, speech-language pathologists, school psychologists, intervention specialists, and more. Each chapter is written by actual professionals in that area and addresses roles and responsibilities of the authors' job, how they communicate with teachers and parents, and the direct services they provide to students and teachers. With a focus on how everyone must work together to meet student needs, this is an essential text for special education professionals.

This volume addresses the limitations of an instrumental perspective on collaboration and explores why stakeholders in higher education should refocus attention on collaboration as a source of faculty learning. The chapters establish a theoretical basis for thinking about faculty learning and then use case studies to explore this topic in the context of service or outreach, research, and teaching. Included as well are a meta-analysis of the cases to demonstrate what they teach about contexts that promote faculty learning and a discussion of the implications of the analysis for higher education policy and practice, including the evaluation of collaboratively produced work. The framework and cases are useful to an audience of academic leaders committed to faculty development and to creating hiring, promotion, and tenure policies that reward the full range of scholarly pursuits. They should also prove instructive to faculty embarking on interdisciplinary teaching, research, or outreach activities. This is the 102nd issue of the Jossey-Bass quarterly report series New Directions for Teaching and Learning.

Enhancing Communication & Collaboration in Interdisciplinary Research, edited by Michael O'Rourke, Stephen Crowley, Sanford D. Eigenbrode, and J. D. Wulfhorst, is a volume of previously unpublished, state-of-the-art chapters on interdisciplinary communication and collaboration written by leading figures and promising junior scholars in the world of interdisciplinary research, education, and administration. Designed to inform both teaching and research, this innovative book covers the spectrum of interdisciplinary activity, offering a timely emphasis on collaborative interdisciplinary work. The book’s four main parts focus on theoretical perspectives, case studies, communication tools, and institutional perspectives, while a final chapter ties together the various strands that emerge in the book and defines trend-lines and future research questions for those conducting work on interdisciplinary communication.

This book includes instructional design and practice of how immersive technology is integrated in discipline-based and interdisciplinary curriculum design. It focuses on pedagogical models and learning outcomes of immersive learning experiences and demonstrates how immersive learning can be applied in industries. This book brings scholars, researchers and educators together around an international and interdisciplinary consolidation and reflection on learning through immersion. The originality lies in how advanced technology and contemporary pedagogical models can integrate to enhance student engagement and learning effectiveness in higher education.

This volume contains reflections and research on interdisciplinarity by practitioners and various scientists from the various disciplines of cognitive science. This book includes overviews of theory on interdisciplinary research and education, as well as

This work describes an approach to interdisciplinary learning in which students and teachers investigate open-ended, authentic problems that have relevance to both themselves and to the larger community. It explains clearly problem-based learning as co-development (PBL-CD).

Offers a contemporary of our understanding and practice of interdisciplinary higher education. This book considers a range of theoretical perspectives on interdisciplinarity: the nature of disciplines, complexity, leadership, group working, and academic development.