Experiential Learning in a Rural University Clinical Setting: Developing Teaming Skills across Three Courses

Abstract

Collaboration has historically been essential in rural areas due to scant resources. This article presents a rural model for experiential learning of collaborative and consultative teaming skills across three special education teacher preparation courses, Instructional Methods, Behavior Change, and Assessment. A University-based Summer School was provided for area children, some with various disabilities. This Summer School provided a clinical experience to fulfill assessment, teaching, and planning practica requirements. A collaborative, consultative planning team was established for each child. Teams simulated actual Teacher Assistance or Child Study Teams, unavailable in schools over Summer sessions. Instructors observed and documented teaming skills development.

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