Empowering Special Education Clients Through Cross-Disciplinary Collaboration: Lessons Learned for Current Clients and Future Professionals

American University Journal of Gender Social Policy and Law 20, no. 1 (2011): 233-245.

14 Pages Posted: 18 Feb 2015

See all articles by Patty Roberts

Patty Roberts

William & Mary Law School

Kelly Whalon

College of William and Mary

Date Written: November 11, 2011

Abstract

This Article provides a description of a consultation simulation assignment at the College of William & Mary created by a professor from the Law School and a professor from the School of Education. Law school students working in a special education advocacy clinic and education students enrolled in a reading methods course partnered to consult on cases of special education advocacy. Teams determined the learning needs of a student with a disability and made subsequent instructional recommendations for the benefit of each such student, empowering the families of those students with expert recommendations to aid in the development of that student’s IEP. This Article reports the perceived benefits and logistical challenges identified by participating law and education students, and it discusses plans for future collaborations across these two disciplines.

Keywords: special education, special education clinic, cross-disciplinary, interdisciplinary

Suggested Citation

Roberts, Patricia E. and Whalon, Kelly, Empowering Special Education Clients Through Cross-Disciplinary Collaboration: Lessons Learned for Current Clients and Future Professionals (November 11, 2011). American University Journal of Gender Social Policy and Law 20, no. 1 (2011): 233-245., Available at SSRN: https://ssrn.com/abstract=2563724

Patricia E. Roberts (Contact Author)

William & Mary Law School ( email )

South Henry Street
P.O. Box 8795
Williamsburg, VA 23187-8795
United States

Kelly Whalon

College of William and Mary ( email )

P.O. Box 8795
Williamsburg, VA 23185
United States

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