Keon Cheong

Date of Award

January 2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Shannon Grave

Abstract

A growing number of students are referred to special education sectors. With the growing numbers, there is a need for structures and systems to be in place to ensure that the least restrictive environment is used while ensuring that learners are adequately placed based on their abilities. This challenge is heightened in the Global South. In the Caribbean, few countries have legislation to address disabilities, and in locations where there is legislation, it is either outdated or not enforced. This dissertation conducts a systematic review using 60 studies to compile comprehensive research-based information about interdisciplinary practices, specifically in the psycho-educational assessment of learners with special education needs/disabilities. The findings reveal that the interdisciplinary approach is useful in supporting learners with special education needs/disabilities (SEND) in psycho-educational assessment as the approach allows for multiple disciplines to share information about the individual with the aim of finding effective solutions and interventions. It also highlights how the interdisciplinary approach can be implemented in developing countries; education and training. It is particularly important to note that when training team members with an interdisciplinary approach, the training should be initial and continuous. The training should also consider the relationship among team members to ensure a cohesive pedagogical approach that aligns with teamwork. It should specifically reference the interdisciplinary team’s focus area: psycho-educational assessment

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