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المرجع الالكتروني للمعلوماتية

English Language

Grammar

Tenses

Present

Present Simple

Present Continuous

Present Perfect

Present Perfect Continuous

Past

Past Simple

Past Continuous

Past Perfect

Past Perfect Continuous

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Future Simple

Future Continuous

Future Perfect

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Parts Of Speech

Nouns

Countable and uncountable nouns

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Singular and Plural nouns

Proper nouns

Nouns gender

Nouns definition

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Definition Of Nouns

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Nouns

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Verbs

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Adverbs of quantity

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Adverbs

Adjectives

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Numeral adjective

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Pronouns

Subject pronoun

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Possessive pronoun

Personal pronoun

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Indefinite pronoun

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Pronouns

Pre Position

Preposition by function

Time preposition

Reason preposition

Possession preposition

Place preposition

Phrases preposition

Origin preposition

Measure preposition

Direction preposition

Contrast preposition

Agent preposition

Preposition by construction

Simple preposition

Phrase preposition

Double preposition

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prepositions

Conjunctions

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conjunctions

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Sentences

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wishes

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Some and any

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Possession

Comparative and superlative

Giving Reason

Making Suggestions

Apologizing

Forming questions

Since and for

Directions

Obligation

Adverbials

invitation

Articles

Imaginary condition

Zero conditional

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Linguistics

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Linguistics fields

Syntax

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Semantics

pragmatics

History

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Grammar

Phonetics and Phonology

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Elementary

Intermediate

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Teaching Methods

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Assessment

قم بتسجيل الدخول اولاً لكي يتسنى لك الاعجاب والتعليق.

Multidisciplinary, multiagency and multiprofessional

المؤلف:  Sue Soan

المصدر:  Additional Educational Needs

الجزء والصفحة:  P16-C2

2025-03-25

710

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Multidisciplinary, multiagency and multiprofessional

These terms do actually mean ‘more than one’ agency, professional or discipline working with a child, but they do not imply that the professionals are working together across the boundaries. Each professional sees a child separately from any of the other services involved with the family or child and shares only vital information with each other.

 

Case study 

This case study is a clear example of multi-agency working, where more than one discipline is involved with Colin’s development, but does so in isolation from all others working with him.

Colin is a Year 1 pupil in a mainstream school. He is on the SEN Register and the SENCO has requested a Statutory Assessment due to his significant difficulties. His IEP targets are concentrating on improving Colins fine and gross motor skills and on trying to help with a severe dribbling problem. Colin visits the speech and language therapist at a local clinic on a weekly basis during school time and also attends an occupational therapists activity group after school on a fortnightly basis. The schools SENCO had supported Colins parents in obtaining these services, but has had no direct contact with the other professionals involved since interventions have been started. Therefore, the SENCO is not aware of what help Colin is actually being given when he goes to the speech and language therapist and the occupational therapist. This obviously means that a holistic approach to Colins needs cannot be achieved when planning programs of work and targets for his IEP or any other aspect of his educational development.

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