Abstract
Partners for Inclusive Communities (Partners) coordinates an interdisciplinary training program for graduate students (trainees) in 11 health-related disciplines. A Problem-Based Learning (PBL) curricula is incorporated using children with neurodevelopmental disabilities and their families. This type of curriculum in which trainees are presented with and find solutions to real life problems has proven to be a successful model of learning for all participating disciplines. The benefits of a PBL model for interdisciplinary training are numerous. Trainees gain a greater depth of knowledge regarding interdisciplinary training and, as a result, form more cohesive interdisciplinary relationships. They also develop a keener sense of issues surrounding children with disabilities and their families, become actively engaged in and develop ownership of the learning process, and approach learning as a lifelong process.
THE interdisciplinary team approach and family-centered care are touted as best practice for early intervention. An interdisciplinary team approach involves developing collaborative relationships between professionals and parents while sharing and utilizing team members' expertise for evaluation, program planning, and intervention (McGonigel, Woodruff, & Roszmann-Mullican, 1994). Family-centered care refers to giving the family choices and control of resources for their child's special strengths and needs (Dunst, Trivette, & Deal, 1988). A guiding premise of family-centered care is the recognition that families are not just consumers of services but also guide practices (Shelden & Rush, 2001). Because the concept of family-centered care is considered to be integral to successful early intervention services, it was adopted by Public Law 99-457, Part H (now Part C) of the Early Intervention Program under the Individuals With Disabilities Education Act (IDEA).
Most service providers are knowledgeable about the value of family-centered care but the concepts are often not translated into practice. Family-centered care seems to be a simple concept to teach graduate and undergraduate students; however, the lack of implementation of policies and procedures that support family-centered early intervention suggests otherwise (Bruder, 2000). Some possible reasons for this lack of implementation could be related to several factors. First, all professional disciplines involved in early intervention have their own training programs and methods offering limited, if any, exposure to other disciplines. Another possible reason could relate to the limited access that students have to young children with disabilities and their families. Finally, there are philosophical differences that exist among the different professional standards. Bruder (2000) has suggested that if we want students to practice family-centered care then it must be taught before they enter the clinical setting. According to Casto et al. (1994), a possible solution would be to learn and appreciate the value of family-centered concepts through interdisciplinary models of training. The primary purpose of this article will be to expand on how Partners for Inclusive Communities (formerly known as the University Affiliated Program of Arkansas) found the concept of Problem-Based Learning (PBL) to be effective in teaching family-centered care within an interdisciplinary model of training.