Full Description
Disabled Children at the Interface reports a research study that investigates how different local agencies work together - or fail to do so - in their approach to disabled children and their families. The challenge lies in keeping the whole child in view, the child who is more than a patient, pupil or social work client, and more than the sum of these parts. The study takes a broad view of local policy and practice. Key areas covered include: emerging trends in interagency working; difficulties in interagency work and some solutions; case studies illustrating the lived experience of children and parents as they are affected by interagency work or its failure.
Contents
Introduction Terms and definitions - matters of social exclusion 1. Joint working at management level Joint planning Barriers to joint planning What worked? Taking the work forward Management: joint working in practice Joint work with existing services and resources Joint funding in developing and commissioning new services Joint funding of posts Development of a joint register 2. Joint working with individual families Joint agency teams for service delivery Shared funding of care Agreed procedures Establishing trust Difficulties in collaborating within departments 3. Smooth transitions? Educational transitions Starting school Case studies: Barbara and Tarquin Transition from primary education Case study: Edward From school to beyond Case studies: Laisuh and Veronica Transitions between hospital, school and home Case study: Robert 4. In conclusion Collaborative working to promote social inclusion 1 Joint planning based on clear leadership is necessary 2 Learning to co-operate can only happen if joint work is attempted in the first place 3 Collaboration and information exchange has to be part of the culture at all levels A key worker system?
