An interdisciplinary approach preparing scholar-trainees to serve pediatric patients with severe disabilities

• In Event: Poster Session 06
  In Poster Session: PS 06 Topic - Developmental Disabilities

Abstract

In our paper, we share the design and implementation of our interdisciplinary approach to prepare Child Life Specialist (CLS) and Special Education trainees to meet the complex psychosocial and educational needs of pediatric patients with severe disabilities. Across a range of educational, psychological, and health professions, a long-standing shortage of healthcare and education professionals with expertise in disabilities exacerbates health problems of children with severe disabilities (Ward, Nichols, & Freedman, 2010; Whittle, Fisher, Reppermund, Lenroot, & Trollor, 2018). We present the need for our graduate training initiative, outline key program components, and highlight trainee experiences illustrating successes in preparing practitioners with expertise in meeting the complex needs of pediatric patients with severe disabilities and complex medical diagnoses.
To effectively support pediatric patients with severe disabilities, healthcare providers and teachers need expertise in interdisciplinary, collaborative, evidence-based practices. Across a variety of mental health and health professions, there is a dearth of skilled professionals with expertise in working with pediatric patients presenting with severe disabilities (Graesser, 2014; Marrus et al., 2014). Higher than usual rates of complex health conditions are evident in children with Down syndrome (Roizen, 2010), autism (Chiri & Warfield, 2012), Williams syndrome (Finucane, 2016), cerebral palsy (Jackson, Krishnaswami, & McPheeters, 2011), and spina bifida (Wood, Watts, Hauser, Rouhani, & Frias, 2009); all show specific health-related problems, many are chronic, debilitating, and lead to hospitalizations and mental health concerns (Watson & Griffiths, 2016). We target Child Studies masters students pursuing careers as CLSs, and offer tailored training in severe disabilities, evidence-based practice and interdisciplinary collaboration.
At present, the US faces year-to-year growth in numbers of students with severe disabilities unmatched by the numbers of qualified teachers; the shortage of qualified special educators has been characterized as “severe, chronic, and pervasive” (Boe, 2014; Scull & Winkler, 2011). National shortages are extreme in the area of severe disabilities (Bauman, 2016; U.S. Department of Education, 2016b). We target Special Education masters students and train them to effectively support and appreciate the specific emotional, behavioral, mental, sensory, and physical needs of their students with severe disabilities and complex medical diagnoses.
Trainees participate in critical training via core content courses across disciplines, an interdisciplinary seminar series with fellow trainees in Child Studies, severe disabilities, and other related services, and interdisciplinary field experiences emphasizing collaborative practices. Our course sequence ensures that our trainees are prepared to fluidly join interdisciplinary teams and implement interventions and practices that characterize high-quality, inclusive programs for pediatric patients with severe disabilities and special healthcare needs (see Cushing, Carter, Clark, Wallis, & Kennedy, 2009). Student interdisciplinary field experiences in pediatric hospitals (e.g., TriStar Children’s Hospital’s Autism and Sensory Friendly Initiative), and specialized schools (e.g., Harris-Hillman School offering related services including occupational and physical therapy, nursing, vision, and speech and hearing services) will be highlighted. Through these diverse experiences, future healthcare practitioners and educators are on course to lead their colleagues in meeting the complex, multi-faceted needs of pediatric patients with severe disabilities and complex healthcare diagnoses.

Authors

• Vicki Harris, Vanderbilt University
  Presenting Author

• Elise Hirt, Vanderbilt University
  Non-Presenting Author

• Alexandra DaFonte, Vanderbilt University
  Non-Presenting Author