Investigating the role of interdisciplinary teams, including educators, therapists, and parents, in developing comprehensive support systems for disabled children's learning and growth.

The holistic development and academic success of disabled children are heavily dependent on the collaborative efforts of various stakeholders, including educators, therapists, and parents (Snell & Brown, ۲۰۱۱). Interdisciplinary teams play a crucial role in providing comprehensive support systems that address the diverse needs of disabled children, from academic accommodations to social-emotional well-being and physical rehabilitation (Odom et al., ۲۰۰۴).Effective interdisciplinary collaboration has been shown to enhance the educational experiences and outcomes of disabled children. When educators, therapists, and parents work together, they can leverage their unique expertise and perspectives to create individualized, evidence-based intervention plans that target the specific challenges and strengths of each child (Decker & Vallotton, ۲۰۱۶). This collaborative approach helps to ensure that disabled children receive the necessary support to overcome barriers, develop essential skills, and reach their full potential.However, developing and maintaining successful interdisciplinary support systems can be a complex and multifaceted endeavor. Factors such as communication barriers, role ambiguity, and differing priorities can hinder the effectiveness of these collaborative efforts (Krueger et al., ۲۰۱۹). Qualitative research is instrumental in exploring the lived experiences of stakeholders, identifying the key components of successful interdisciplinary support systems, and informing the development of more inclusive and effective educational practices for disabled children.

کلیدواژه ها:

: Interdisciplinary Collaboration ، Family-Centered Care ، Individualized Education Program (IEP) ، Assistive Technology