Module 4: Teaming and Collaboration

Module 4: Teaming and Collaboration

Welcome to this Module on Teaming and Collaboration based on the Division for Early Childhood (DEC) Recommended Practices. In this module you will learn the components of teaming and collaboration and why teaming and collaboration amongst practitioners and families is crucial for children with disabilities.

Learning Objectives

Completion of this module will enable you to:

  • Explain what are practices that can support teaming and collaboration
  • Collaborate with other practitioners and support families as full team members.

Each module developed by the Recommended Practices Module (RPM) project introduces and illustrates the practices grouped in one of the eight topic areas in the Division for Early Childhood (DEC) Recommended Practices.  The DEC Recommended Practices were developed to provide guidance about the most effective ways to improve the learning outcomes and promote the development of young children, birth through five years of age, who have or are at-risk for developmental delays or disabilities.

DEC Recommended Practices

Introduction to the RPM Crosswalks

Teaming and Collaboration Crosswalk

Module 4 is aligned to the topic area of teaming and collaboration and focuses on the following recommended practices:

Recommended Practices

  • TC1. Practitioners representing multiple disciplines and families work together as a team to plan and implement supports and services to meet the unique needs of each child and family.

  • TC2. Practitioners and families work together as a team to systematically and regularly exchange expertise, knowledge, and information to build team capacity and jointly solve problems, plan, and implement interventions.

  • TC3. Practitioners use communication and group facilitation strategies to enhance team functioning and interpersonal relationships with and among team members.

  • TC4. Team members assist each other to discover and access community-based services and other informal and formal resources to meet family-identified child or family needs.

  • TC5. Practitioners and families may collaborate with each other to identify one practitioner from the team who serves as the primary liaison between the family and other team members based on child and family priorities and needs.