Transcript Lorraine Petersen Multidisciplinary Approaches to Learning Disabilities

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, emotionally
Safe: physically, emotionally, and protected from harm,
harassment, bullying
Enjoying and Achieving: present, included, participating,
achieving to their potential
Positively contributing: through exercise of the young persons
voice in shaping and evaluating services
With 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
2010 integrated ‘whole system’ frontline delivery of
children’s services
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Local council services
Lead
Professionals
Third Sector
Third and Private sector
Maternity &
Primary Health
Children’s
Centres
Extended
Schools
Multi-agency
locality teams
Panels / Protocols
Specialist Services
Integrated
Youth Services
Parents
Specialist
Integrated, personalised continuum of support
CAF
ContactPoint
Targeted
Universal
0
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
Oral
Kinaesthetic
Tactile
Visual/spatial
Access to the curriculum
• Differentiation
• Specialist learning resources
• Use of ICT –
software/hardware
• Personalised learning
• Flexibility
Supporting Learning Disabilities in the
classroom
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Class Teacher
Support Assistant
Specialist Teacher
Speech & Language Therapist
Educational Psychologists
Learning Mentors
Counsellors
School Nurse
Key worker/lead professional
Parents
Good Classroom Practice
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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
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Common understanding/terminology
Co-ordination of professionals
Changes in roles and responsibilities
Mapping of provision
Training
Funding
Lorraine Petersen
Chief Executive Officer
nasen
(0044) (0)1827 311500
[email protected]