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Multidisciplinary Approaches to Learning
Disabilities
Lorraine Petersen
Every Child Matters
Children Act 2004• Build Services around the child• Understand and respond to children’s needs in a
holistic way• Support parents, carers and families• Better safeguards for children and young people• Focus on opportunities for all• Development of workforce and changing culture
and practice• Integration of working practices, processes,
strategy and governance
Every Child Matters
Five outcomes for children
Healthy: mentally, physically, emotionallySafe: physically, emotionally, and protected from harm,
harassment, bullyingEnjoying and Achieving: present, included, participating,
achieving to their potentialPositively contributing: through exercise of the young
persons voice in shaping and evaluating servicesWith economic wellbeing: housed, fed, employed, in families
free from want and communities free from fear of want
Multi-Agency Working
• Education• Social Care• Health= Children’s Services
Team Around the Child
Multi-agencylocality teams
Maternity &Primary Health
Children’sCentres
ExtendedSchools
IntegratedYouth Services
Universal
Targeted
Specialist
Specialist Services
0 19Integrated, personalised continuum of support
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2010 integrated ‘whole system’ frontline delivery of children’s services
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vate
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Local council services
Panels / Protocols
Team Around the Child
• Lead Professional• Information sharing• Accountability• Common Assessment
Framework• Funding
Multi-Agency Working
Model 1- Multi-agency panel• Practitioners remain employed by their
agency• They meet as a panel or network on a
regular basis to discuss children with additional needs who would benefit from multi-agency input
• In some panels, casework is carried out by panel members. Other panels take a more strategic role, employing key workers to lead on casework.
Multi-Agency Working
Model 2 – Multi-agency team• A more formal configuration than a panel,
with practitioners seconded or recruited into the team
• The team has a leader and works to a common purpose and common goals
• Practitioners may maintain links with their home agencies through supervision and training
• Scope to engage in work with universal services at a range of levels (small group, family and whole-school work
Multi-Agency Working
• Model 3 – Integrated Service• A range of separate services that shares a
common location, and works together in a collaborative way
• A visible service hub for the community• Has a management structure that facilitates
integrated working• Commitment by partner providers to
fund/facilitate integrated service delivery• Usually delivered from school/early years
settings
http://www.everychildmatters.gov.uk/multiagencyworking/
Early Identification
•Parents•Health•Pre-school•School
Early Identification
•Parents•Health•Pre-school•School
Inclusion Agenda in UK
• “Inclusion is a process by which schools, local authorities and others develop their cultures, policies and practices to include all children”
» Department for Education and Skills 2002
School
•Every teacher is a teacher of children with learning disabilities
Approaches to Learning
Auditory
Kinaesthetic
Oral
Visual/spatial
Tactile
Access to the curriculum
• Differentiation• Specialist learning resources• Use of ICT –
software/hardware• Personalised learning• Flexibility
Supporting Learning Disabilities in the classroom
• Class Teacher• Support Assistant• Specialist Teacher• Speech & Language Therapist• Educational Psychologists• Learning Mentors• Counsellors• School Nurse• Key worker/lead professional• Parents
Good Classroom Practice
• Set routines, rules and procedures• Clearly defined areas• Resources are well labelled and easily accessible• The classroom is prepared for each lesson• The labels and signs around school are clear and
consistent• Children’s work is celebrated through display• Good behaviour management strategies which
celebrate positive contribution• Friendly, stimulating and safe environment
Challenges
• Common understanding/terminology• Co-ordination of professionals • Changes in roles and responsibilities• Mapping of provision• Training• Funding
