Students participating in the study were taught to conduct assessments of students and preform interventions such as increasing their vocabulary, teaching them to taking turns, and having them participating in group activities, around the natural routines of the children. These routines include, but are not limited too, snack time, circle time, and transition periods in class.

This system promotes meaningful skill development for the children with disabilities and allowed interventions to be naturally placed into the child’s environment which increased their engagement.

This approach is extremely important, since children with disabilities benefit greatly from a familiar and structured environment. Adding goals into their daily routines helps support a smoother transitions and reinforces learned skills (Miolo & DeVore, 2016).

The study further described how the development of interprofessional collaborative practices between speech language pathology and early childhood education students, promoted cross disciplinary teamwork in the education system. This training included joint fieldwork, joint case study reviews, and team meetings with the goal of emphasizing shared goal setting, mutual respect for each profession, and clear communication across the different departments.

This kind of professional collaboration matters as it promotes unified support for children with special needs. It also demonstrates how early interventions should function under frameworks like I.D.E.A. and how professionals should and can work together to meet Individualized Education Program (IEP) needs for each student. As a result, student teams developed intervention plans that were more comprehensive and responsive to children’s varied needs (Miolo & DeVore, 2016).

In the article " Speech-Language Pathology and Education Students Engage in Interprofessional Collaborative Practice to Support Children with Special Needs in Preschool Settings" connects to the textbook "Exceptional Lives" because they both discuss the importance of collaborative work in order to support students' with special needs learning and maximize success in their academics. Another connection between the article and the textbook it that the article talks about that it is important to understand one's responsibilities in order to support student learning (Miolo & DeVore, 2016). In the textbook it supports the same idea that understanding one's roles is essential for effective communication to help support students with disabilities .

Text-to-world:

The article mainly highlights how important that inter professional collaboration is for students with disabilities learning (Miolo & DeVore, 2016). This idea shows how more more inclusive environments can be created. Also by using team based problem solving we can make sure that we are creating an environment where children do not feel left behind and are able to be successful in their academics.

Turnbull, A., Turnbull, R., Shogren, K. A., Wehmeyer, M. L., & Burke, M. M. (2023). Exceptional lives: Practice, progress, and dignity in today's schools (10th ed.). Pearson.