Lessons learned through interprofessional education: exploring collaboration with elementary education, special education and communication sciences and disorders pre-service professionals

• Published in: School-university partnerships Vol. 17; no. 3; pp. 259 - 267
• Main Authors: Bowers, Lisa M., Young, Heather D., Speight, Renee
• Format: Journal Article
• Language: English
• Published: Lanham Emerald Group Publishing Limited 21.10.2024; Emerald Publishing
• Subjects: Academic Achievement; Barriers; Classrooms; Collaboration; Communication (Thought Transfer); Cooperative Learning; Course Content; Data Analysis; Educational Needs; Educational Opportunities; Elementary Education; Elementary School Students; Elementary schools; Elementary Secondary Education; Field Experience Programs; General Education; Instructional Materials; Interdisciplinary Approach; Intermediate Grades; Interprofessional education; Interprofessional practice; Learning; Literacy; Methods Courses; Outcomes of Education; Practicums; Pre-service education; Professional Development Schools; Professional Education; Student Needs; Students
• ISSN: 1935-7125; 2833-2075
• DOI: 10.1108/SUP-02-2023-0012

Purpose Interprofessional practice (IPP) is one way to structure collaborations to more effectively meet the complex needs of students in educational settings. This article explores the lessons learned when one research team implemented interprofessional education (IPE) experiences in partnership with a public elementary school and pre-service professionals from elementary education, special education and communication science and disorders. Design/methodology/approach This reflective article explores the lived experiences of researchers and partners who completed an IPE experience within one professional development school’s site. Researcher anecdotes are included to support the viewpoints shared. Findings It was discovered that IPE experiences are essential to facilitate meaningful collaborations for pre-service professionals to learn with and from one another; however, this requires time, preparation and is most effective when teacher mentors and university professors lead with vulnerability and model flexibility. Investment in IPE is challenging but worth the effort when learning outcomes are realized. Originality/value Specific details regarding the structure of this experience are shared as well as future directional goals for programs hoping to implement IPE in their professional practice programs.