Central to positive learning outcomes for students with disabilities is the ability of the individualized education program (IEP) team to work collaboratively. Within the IEP team, effective service delivery involves direct and related service providers working in an interdisciplinary capacity as they share professional responsibilities to implement the student’s program and achieve the common goal of improved student outcomes. With support from the literature, this paper discusses the core components of Bronstein’s Interdisciplinary Collaboration Model (2003); and elucidates how professionals share their content knowledge and technical skills with each other, collaborate in instructional design, and gain a firm understanding of each other’s discipline in practice. Practical applications that promote interdisciplinary collaboration between adapted physical educators, special educators, related service providers, and parents to improve service delivery and learner outcomes are shared.

残疾学生获得积极学习成果的核心是个性化教育计划 (IEP) 团队的协作能力。在 IEP 团队内，有效的服务提供涉及以跨学科身份工作的直接和相关服务提供者，因为他们分担实施学生计划和实现提高学生成绩的共同目标的专业责任。在文献的支持下，本文讨论了布朗斯坦跨学科协作模型（2003）的核心组成部分；并阐明了专业人士如何相互分享他们的内容知识和技术技能，在教学设计中进行协作，并在实践中对彼此的学科有深刻的了解。