Authors : Ibiwari Caroline Dike, Uchenna Eugenia Uzodinma, Chimezie Nneka Onwurah, Patience Enuma, Obiweluozor Charles Oraelosi and Loveline C. Olisaeke
Abstract: Children with special needs come to regular schools with a wide range of differences which can create a lot of challenges, if the regular education teacher is left to manage the children single handed. Effective inclusion demands transdisciplinary team collaboration with other professionals who are experts in the various fields which these children are experiencing difficulties. This study examines the responsibilities of members of the transdisciplinary team, the hindrances to the formation of a transdisciplinary team and strategies for enhancing a transdisciplinary team approach for effective inclusion. A sample of special education teachers in the primary schools in Enugu State participated in the study. Data was collected using a researcher constructed questionnaire titled, Trans-disciplinary Assessment Questionnaire (TDAQ). Data were analysed using mean and standard deviation. Findings indicate that members of the transdisciplinary team will assess the children’s strengths and weaknesses, identify those eligible for special education services and work together to develop and implement an intervention. However, some professionals consider themselves superior to others and there is no coordinating agency to monitor the activities of the various professional bodies. This is a major hindrance to the desired transdisciplinary cooperation. There must be a law legalizing transdisciplinary team approach and an agency coordinating their activities.
Ibiwari Caroline Dike, Uchenna Eugenia Uzodinma, Chimezie Nneka Onwurah, Patience Enuma, Obiweluozor Charles Oraelosi and Loveline C. Olisaeke, 2019. Transdisciplinary Team Approach for Effective Inclusion of Children with Special Needs in Regular Schools: Implications for Online Collaboration. Journal of Engineering and Applied Sciences, 14: 7356-7360.