Exploring Collaboration In Interdisciplinary EI/ECSE Programs: A Qualitative Study On Service Provider Preparation

Interdisciplinary preparation is critical for early childhood special education professionals, yet few programs are designed to support such collaboration across disciplines. This study aimed to explore how interdisciplinary EI/ECSE preparation programs support collaboration. The study was guided by the following research questions: (1) How are program components designed to support the development of collaboration skills? (2) What is the student experience of collaboration in the program? (3) What connections exist between program components, student experiences, and the development of collaboration skills? Using a qualitative multiple-case study approach grounded in ecological systems theory, data were collected from program documents and interviews with faculty and students from two preparation programs. Findings suggest that, through shared classes, interdisciplinary seminars, fieldwork, and supportive relationships, interdisciplinary EI/ECSE preparation programs contribute to the development of collaboration skills. Implications include suggestions for planning and implementing future programs, as well as recommendations for future research that investigates outcomes while considering factors such as disciplinary background. This study advanced knowledge on interdisciplinary EI/ECSE programs by linking students' development of collaboration skills to program experiences and by generating an expanded conceptual framework that illustrates connections between skills, program components, disciplinary differences, and data across multiple levels.