1. Integrating Therapy using a Transdisciplinary Approach Lois M Addy Senior Lecturer Integrated Children's Services in Higher Education (ICS-HE): Preparing tomorrow's professionals

2. The Integrated Children’s System

3. Successful Inclusion Successful inclusion would allow children with SEN and disabilities to benefit from equality of opportunity; increase their involvement in society; and ultimately become more productive individuals.

4. Successful inclusion will also… reduce social inequality, and allow communities to benefit from the contribution that children with SEN and their families could make, ‘harnessing their talent and fostering tolerance and understanding of diversity’ (DfES, 2007 p5).

5. Aiming high for disabled children: Better support for families (DfES 2007) Barriers to inclusion  Training and preparation of staff appear to be lacking  Expertise in behavioural management especially regarding children with ADHD and ASD.  Moving and handling  Attitudes

6. Health Provision  Long waiting lists and strict eligibility criteria for therapy services  Limited resources  Sporadic intervention  Poor communication exchange  Inconsistent support  Poor communication between services

7. The Integrated Children’s System Provide integrated, consistent support for parents of children with SEN Contextualise therapy and reduce need for appointments at CDC or clinic. Address individual needs within the school using integrated therapy

8. Therapeutic intervention can only be achieved if effectively if professionals move away from a multidisciplinary approach (where each one acts independently) beyond interdisciplinary methods where there is partial collaboration between professionals) to a transdisciplinary model where the different disciplines are integrated to provide a unified approach’ This requires professionals to become learners as well as specialists (Mackey and McQueen, 1998)

9. Integrated therapy is… An approach where not only are the therapies delivered in an integrated way, but are also integrated into the daily functional life of the family, including school where children spend a significant part of their lives. Ref: Mackey and McQueen (1998)

10. An integrated approach ensures that therapeutic intervention is delivered in a holistic manner and blended with a functional activity for the child rather than leading to compartmentalising parts of the child’s body or daily life according to which professional discipline is involved at one time.’ Ref: Mackey and McQueen, 1998, p 22

11. ‘If routine therapy were to be cross- referenced with the national curriculum it has the potential to reduce the pressure on pupil time, curriculum content and therapy resources. (Mackey and McLellan, 1994)

12. Consultation or Collaboration: Where does the power lie?

13. Integrated Therapy  This approach requires the therapists to understand the educational curriculum; and to cross-reference therapy goals with educational objectives.  This supports current evidence that intervention delivered in the appropriate context increases generalisation and maintenance of skills.

14. Bespoke/INSET days: Study days are provided to schools. These inform teachers of the specific functional needs of children with a range of childhood conditions. The emphasis is on providing practical strategies for fully including the child in all aspects of the curriculum.

15. Child Development/SEN Study Day Programme An annual programme of approximately 8 study days is provided for qualified teachers, therapists, educational psychologists, and learning support workers. The subject areas are requested by delegates and include the following examples: Addressing the needs of children with EBD from a sensory modulation perspective. Addressing handwriting concerns using a perceptual-motor and kinaesthetic approach. Using social stories with children with ASD Inclusive physical education Identifying the sensory and perceptual requirements of children with ASD

16. Integrated Therapy and Inclusion Module A Masters Level 12 week module was developed for health care practitioners to challenge therapists to critique their practice in relation to current social and educational policy. This module has the following learning outcomes: Critically evaluate the philosophy, values and principles of inclusion. Use clinical reasoning to evaluate how evidence-based practice can be translated effectively to support the inclusion philosophy. Critically review their professional role in order to further collaboration between health care and education professionals.

17. These programmes aim to… Improving the psychological health and well being of children with SEN by promoting inclusion and reducing social exclusion and/or neglect. Empower children with a range of physical and/or learning difficulties to make a positive contribution to their education, family, and community, by having a positive educational experience whereby individual potential is maximized.

18. Address the Every Child Matters: Change for Children agenda by focusing on integrating services that support early identification within the child’s own context and effective support for children with additional needs. Remove Barriers to Achievement by promoting collaboration between health and educational professionals, and in doing so reducing the reliance on SEN statements.

19. Readdress powerful professional barriers by providing better specialist advice and support to schools and information to parents. Providing partnerships to share ideas and plan support, in the context of the SEN national framework.

20. ‘Segregation takes care of itself, collaboration takes work’ (O’Brien, 1996)