VIDBE-Q 2026 Volume 71 Issue 3
spanning five sessions. During the practicum, scholars interviewed their mentor
and the parent of a child on their mentor's caseload. Practicums culminated with an
assessment of the child and scholars leading intervention sessions with the family.
In this phase of the program, scholars submitted reflections and engaged in
discussions with peers related to their experiences. Although this portion of the
program was discipline-specific, having the opportunity to meet with their peers
during class enabled participants to collaboratively share thoughts, ask questions,
and continue developing relationships across disciplines, as they all prepared to
enter the early intervention workforce in the coming months.
Conclusion
The LIMITLESS program provided soon-to-be professionals with an
essential experience to develop collaborative skills through learning and working
with various specialists. Through interdisciplinary coursework, roleplay activities,
observations across specialties and an external practicum, scholars developed their
personal craft with intentional embedding of interdisciplinary collaboration. The
result was 34 graduates with expertise to serve children with sensory disabilities
and work collaboratively with other disciplines in their field to support children
with multiple disabilities. By understanding the goals and implementation of the
LIMITLESS program, educators and administrators can implement similar
concepts into their daily work, meetings, and programs to foster interdisciplinary
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