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Collaboration and Communication in Special Education Multidisciplinary Teams
Fanita Pursley
School of Education, Liberty University
Fanita Pursley
I have no known conflicts of interest to disclose.
Correspondence concerning this article should be addressed to Fanita Pursley.
Email: [email protected]
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Abstract
This research examines how enhancing interdisciplinary training and communication strategies
can improve collaboration between educators and mental health professionals in supporting
students with diverse needs. Collaboration is vital in addressing the academic, emotional, and
behavioral challenges faced by students, particularly those with disabilities or mental health
concerns. The study investigates the advantages of fostering effective communication and
sharing expertise among professionals from various fields. It explores how better understanding
of each other’s roles and collaborative practices can lead to more comprehensive support for
students. Ultimately, the research underscores the importance of creating a team-oriented
environment to ensure that every student receives the personalized assistance necessary for their
academic success and overall well-being in school.
Keywords: multidisciplinary teams, Response to Intervention (RTI), collaboration, diverse
needs
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Statement of the Problem
Many educators feel they lack the knowledge and skills needed to collaborate effectively
with other professionals, which can impact the quality of support provided to students (Benedict
et al, 2025). Mental health professionals also often report inadequate training in communication
within interdisciplinary teams, making it difficult to work together efficiently. Several common
barriers hinder collaboration, such as confusion about policies and standards, a lack of
understanding of each team member’s role, and the absence of a shared language. These issues
can lead to misunderstandings and reduced effectiveness in addressing students' needs.
Additionally, specific job training for different roles on interdisciplinary teams often does not
overlap, meaning that educators and mental health professionals may not learn how to work
together during their training. As a result, team members may struggle to coordinate their efforts
effectively, and students may not receive the most comprehensive or cohesive support possible.
Overcoming these challenges is essential for improving collaboration and ultimately enhancing
the outcomes for students (Kupzyk et al, 2022). This paper aims to investigate strategies that
could foster better communication and collaboration between these professionals to ultimately
benefit student outcomes answering the research question: How can improved interdisciplinary
training and communication strategies enhance collaboration among educators and mental health
professionals in supporting students with diverse needs?
Research
Teacher training and collaboration methods have evolved significantly. In the past,
teachers often had limited understanding of how to collaborate effectively and the specific roles
they played within a team leading to a lack of self-confidence and not willing to work with other
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team members because of limited knowledge (Benedict et al, 2025). Early graduates and
professionals new to their roles may be unaware of the training and expertise their colleagues
possess. At times, they may view team members as competition rather than collaborators, which
can hinder teamwork and effective collaboration (Kupzyk, 2022). With the introduction of
professional development, evidence-based practices, interventions and a focus on differentiated
instruction, educators are now better equipped to work together. Through these training, teachers
are learning to rely on one another, understand their unique roles, and make informed decisions
within multi-tiered systems of support. This collaborative approach helps teachers gain
confidence and knowledge, enabling them to work more effectively and ensure the best
outcomes for each student in the school setting (Benedict et al, 2025).
Examining collaboration and communication within special education multidisciplinary
teams is essential, as these teams are fundamental in assisting students with disabilities. When
special education teachers, general educators, therapists, administrators, and families work
together effectively, students receive well-rounded and personalized support. Key benefits of
studying this subject include enhancing student success, streamlining services, increasing family
engagement, ensuring adherence to legal and ethical standards, and fostering professional
development (Martin et al, 2023). Gaining insight into these interactions can help develop
strategies that promote teamwork, optimize service delivery, and ultimately improve the
educational experiences of students with special needs (Mealings et al, 2023). In 2016, the
Interprofessional Education Collaboration established competencies for best practices to lay the
foundation for effective collaboration within multidisciplinary teams. These competencies focus
on four key domains: values and ethics, roles and responsibilities, interdisciplinary
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communication, and teams/teamwork. These domains serve as the foundation for training and
professional development in fostering collaborative practices (Kupzyk et al, 2022).
A systems approach has been created to address the needs of students with disabilities by
involving a supportive community. This community includes families, special education
teachers, psychologists, pediatricians, mental health providers, and behavior specialists, each
contributing their unique expertise to support students with diverse needs. Increased
communication and collaboration among these professionals allow them to meet regularly to
determine eligibility and provide school-wide support for both learning and behavior. Working
together, they develop Individualized Education Plans (IEPs) to ensure students receive a free
and appropriate education in the least restrictive environment. When these individuals receive
proper training based on their coursework and field experiences, they are better equipped to
engage and collaborate effectively (Kupzyk et al, 2020).
Response to Intervention (RTI) is an example of a multi-tiered system designed and
developed for teams to collaborate, play a specific part in decision making, and bring their
expertise to ensure that students are placed in the most suitable educational environment,
considering a wide range of perspectives. RTI has been designed and implemented within the
school to be a collaborative approach, where teachers, specialists, and other school professionals
work together to assess students’ needs and determine the most effective interventions (Hunter et
al, 2022). Each team member contributes their unique expertise and professional insight,
enriching the decision-making process. RTI was developed as a proactive approach to identify
and support students with learning and behavioral challenges early on. Initially, it was introduced
as part of efforts to reduce the number of students being inaccurately placed in special education
programs. By using data-driven strategies and continuous progress monitoring, RTI allows
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educators to adjust interventions and support based on each student's individual needs while
collaborating and working as a team. This approach emphasizes prevention, collaboration, and
the use of evidence-based practices to create a more responsive and inclusive educational system
(Boneshefski & Hunter, 2023).
Students in special education often have lower achievement levels compared to their
same-aged peers. Researchers found when interventions like Response to Intervention (RTI) are
implemented, there has been clear evidence of academic improvement. RTI allows for targeted
support through regular monitoring and collaboration among multidisciplinary teams, which
helps to identify and address learning gaps early on. Students who receive RTI interventions tend
to show increased academic achievement, particularly in areas like reading, and experience
overall improvements in their learning progress. This collaborative approach has proven
successful in helping special education students make notable academic progress. By drawing on
the expertise and knowledge of each team member in their professional field, all relevant
information is considered to ensure that every special education student has the opportunity to
thrive both academically and socially in all aspects of the school environment (Boneshefski &
Hunter, 2023).
Biblical Worldview
1 Corinthians 12:14-15 states, "Even so the body is not made up of one part but of many.
Now if the foot should say, 'Because I am not a hand, I do not belong to the body,' it would not
for that reason stop being part of the body. And if the ear should say, 'Because I am not an eye, I
do not belong to the body,' it would not for that reason stop being part of the body. If the whole
body were an eye, where would the sense of hearing be? If the whole body were an ear, where
would the sense of smell be? But in fact God has placed the parts in the body, every one of them,
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just as he wanted them to be. If they were all one part, where would the body be? As it is, there
are many parts, but one body" (New International Version, 1978/2011). The collaboration of
diverse roles is essential in creating a unified and effective approach to supporting students with
varied needs. Similar to how the body consists of different parts, each offering its unique
function, educators and mental health professionals must work together, combining their
specialized expertise to address the challenges faced by students. By enhancing interdisciplinary
training and communication, each professional can better understand their individual
responsibilities while collaborating towards a shared objective. This fosters a supportive
environment where all students are given the opportunity to thrive.
Conclusion
Improved interdisciplinary training and communication are key to enhancing the
collaboration between educators and mental health professionals in supporting students with
diverse needs. These strategies enable professionals from different fields to better understand
each other’s roles and work together more cohesively. When educators and mental health experts
have a clear understanding of how to communicate and collaborate, they can combine their
specialized knowledge to address the wide range of challenges students face, including academic
difficulties, behavioral issues, and emotional struggles. The ability to effectively share
information and strategies across disciplines ensures that students receive a more holistic and
personalized approach to their education and well-being (Kupzyk et al, 2020).
When these professionals are trained in how to collaborate and communicate with each
other, they are better equipped to meet the unique needs of each student. Effective collaboration
allows for more coordinated interventions and consistent support across different settings,
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creating a more unified approach to problem-solving (Mealings et al, 2024). By breaking down
communication barriers and working as a team, educators and mental health professionals can
more effectively monitor student progress, adjust interventions as needed, and ensure that all
aspects of a student’s development are being addressed (Stein et al, 2025).
Enhancing interdisciplinary collaboration through comprehensive training and
communication is critical in creating a school environment that can meet the diverse needs of all
students. With better coordination and mutual understanding, educators and mental health
professionals can provide the necessary support for students to succeed both academically and
personally (Kupzyk et al 2020).
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