Evaluating Multidisciplinary Team Effectiveness and Parental Satisfaction in Special Education Settings in Jordan: Insights and Areas for Improvement

Background: /Objectives: Children with developmental delays encounter many medical and functional obstacles, requiring all-encompassing care from multidisciplinary teams (MDT). In Jordan, these teams are common in special education environments, offering both rehabilitation and education services. It is important to comprehend the factors that impact team effectiveness and parental satisfaction in these settings to improve rehabilitation services in special schools. The study aims to (1) describe health professionals' perceptions of the effectiveness of MDTs in delivering services to children with developmental delays, (2) describe parents of children with DD satisfaction with the performance of the MDTs, (3) compare the effectiveness of MDTs based on professional and setting variables, and (4) compare the parental satisfaction based on parent and setting variables. Methods: Ethical approval was obtained. Data were collected through interviews with therapists and special education specialists from seven public and private special education schools in Jordan. Health professionals completed the Team Effectiveness Questionnaire (TEQ), while parents completed the Satisfaction Survey. Results: The Team Effectiveness Questionnaire (TEQ) scored an average of 3.85 out of 5, with the "Purpose and Goals" dimension receiving the highest ratings, while "Problem Solving" scored the lowest. Parents expressed the highest satisfaction with the team's respect for their priorities, rating it at 4.66, while communication with physicians received the lowest parental rating at 4.10. Significant associations were found between professionals' income levels and the effectiveness of team relationships and problem-solving capabilities (p<0.05). Additionally, satisfaction ratings varied by school type, with parents from private schools reporting higher satisfaction than those from public schools (p<0.05). Conclusions: Overall, MDTs are effective in establishing clear goals and respecting parents’ roles in the process. However, addressing communication and problem-solving weaknesses within the teams could further enhance their effectiveness. The influence of income on team performance and the differences in satisfaction across school types highlight areas for future research and the need for contextual adjustments in team practices.