Purpose
The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al.,
2015
) yearlong professional learning program.
Method
A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss,
1967
) to data analysis, open, axial, and selective coding procedures were followed.
Results
Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration.
Conclusions
Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.
The cognitive, emotional, and behavioral sequelae of trauma exposure: An integrative approach to examining trauma’s effect.
