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

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

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

Lorraine Petersen Chief Executive Officer nasen (0044) (0)