Sustainable Development Goals

Abstract/Objectives

The implementation of evidence-based practices (EBP) in the field of special education and the provision of services across professions have been practiced in the United States for many years, demonstrating a mature framework and model. In promoting the core concept of EBP, services in the United States target individuals across different age groups. Therefore, in the professional development process, the transdisciplinary professional service model is common, and the diversity of service settings is precisely what Taiwan currently lacks in the cultivation of professionals. In view of this, the core concept of this course adheres to three principles: globalization, technology- integrated services, and transdisciplinary fields.

Results/Contributions

During the two-week intensive course and learning at the New England Center for Children (NECC), we witnessed how students with autism of all ages implement evidence-based strategies through transdisciplinary collaboration. Additionally, we explored Boston, a cultural hub and international center of higher education with many renowned institutions, which not only nurtured the international perspectives of teacher candidates but also provided a journey of professional learning in special education. NECC employs a Collaborative Consultation Model, allowing teacher candidates to observe the cooperation of transdisciplinary teams. They also discovered that technology can facilitate a more organized and systematic approach to assessments, IEP goal implementation, progress monitoring, and curriculum design. This internship experience showcased Taiwan to the world and prompted teacher candidates to think about how to provide quality educational services to more students with special needs in the field.

Keywords

Evidence-based PracticesSpecial EducationOverseaTransdisciplinary

References

1.

Contact Information

朱思穎教授
chusy@mx.nthu.edu.tw