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ERIC Number: EJ818695
Record Type: Journal
Publication Date: 2008-Dec
Pages: 11
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0952-3383
Multi-Agency Working: What Are the Perspectives of SENCos and Parents regarding Its Development and Implementation?
Barnes, Pearl
British Journal of Special Education, v35 n4 p230-240 Dec 2008
With a national drive in England for the development and restructuring of services encouraging interdisciplinary approaches and multi-agency working, the question remains as to how services should be developed and why it is perceived as so important. This study by Pearl Barnes, who is an Every Child Counts Teacher Leader and a member of the Specialist Advisory Board for nasen and the Child and Family Public Education Board at the Royal College of Psychiatrists, explores the perspectives of special educational needs co-ordinators (SENCos) and parents regarding the rationale for multi-agency working and explores what an effective service might look like. The interviews revealed overwhelming support for multi-agency activity. Although no single rationale was identified, the general consensus was that a multi-agency approach can provide a child-centred pedagogical response, tailored to the individual needs of the child. Multi-agency working was perceived as enabling and enhancing inclusive education by providing an early and holistic assessment of individual needs through identification of all individual barriers to achievement. No specific set of protocols was identified as offering the most suitable way forward within the project region. However, there was general agreement that a multi-agency teamwork approach, accessed directly by schools and intervening proactively within the community, was an effective way forward.
Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)