The Gulliford Lecture: Reciprocal working by education, health and social services: lessons for a less‐travelled road

McConkey, Roy

doi:10.1111/1467-8527.00230

Cited by 11 publications

(8 citation statements)

References 9 publications

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“…Moreover, this view of inclusion is consistent with the view that an inclusive school should represent the ethos of community involvement (Bayliss, 1995c;Friend & Bursuck, 1996;McConkey, 2002;Reid, 2005). It is by embracing community involvement and participation that every individual can appreciate the diversity and individual qualities of others.…”

supporting

confidence: 77%

Inclusion, Disability and Culture

Hassanein¹

2015

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ScopeThis series addresses the many different forms of exclusion that occur in schooling across a range of international contexts and considers strategies for increasing the inclusion and success of all students. In many school jurisdictions the most reliable predictors of educational failure include poverty, Aboriginality and disability. Traditionally schools have not been pressed to deal with exclusion and failure. Failing students were blamed for their lack of attainment and were either placed in segregated educational settings or encouraged to leave and enter the unskilled labour market. The crisis in the labor market and the call by parents for the inclusion of their children in their neighborhood school has made visible the failure of schools to include all children.Drawing from a range of researchers and educators from around the world, Studies in Inclusive Education will demonstrate the ways in which schools contribute to the failure of different student identities on the basis of gender, race, language, sexuality, disability, socio-economic status and geographic isolation. This series differs from existing work in inclusive education by expanding the focus from a narrow consideration of what has been traditionally referred to as special educational needs to understand school failure and exclusion in all its forms. Moreover, the series will consider exclusion and inclusion across all sectors of education: early years, elementary and secondary schooling, and higher education.

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supporting

confidence: 77%

Inclusion, Disability and Culture

Hassanein¹

2015

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“…In the present study, it seems that the lack of a specific framework for collaboration in the legislation and daily practice was the most important barrier to integrating the services, as many other writers have argued (McCartney 2000;McConkey 2002). Connecting the policies to the daily practice in the schools which we visited, it is evident that schools are left to decide individually on the model of collaboration between people from different disciplines.…”

Section: Discussionmentioning

confidence: 60%

Collaboration and integration of services in Greek special schools: two different models of delivering school services

Strogilos

Lacey

Xanthacou

et al. 2011

International Journal of Inclusive Education

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Multidisciplinary collaboration is considered to be very important for the education of pupils with special educational needs and particularly those pupils with the most severe disabilities. This research adopts a multiple case-study design in order to understand collaboration and the integration of services and the effectiveness of these among pupils with profound and multiple learning difficulties (PMLD) in Greece. The teams, choosing case studies in five special schools, considered 10 pupils and their parents. Reviews and analyses of the legislation; the use of diaries; participant observations and semi-structured interviews were used for the collection of data. Two different models of service integration which provide different opportunities to the inclusion of pupils with PMLD were revealed since schools have different methods of integrating health and social professionals. In the first model, the school works with outside services, whereas in the second, services are within the school. In addition, roles and responsibilities differ within the different models. Service integration and collaboration were found to be more effective in schools where teachers and health and social professionals work under the same management. The study suggests the expansion of the second model of multidisciplinary collaboration with the integration in schools of health therapists, educational psychologists and social workers. IntroductionThis research study is concerned with the ways in which teachers, parents and health and social professionals collaborate for the education of pupils with profound and multiple learning difficulties (PMLD) in Greek special schools. In particular, we are interested in the process of collaboration between professionals from different disciplines and the effectiveness of their collaboration with respect to the way in which services are integrated in schools. The integration of services is mainly connected with their organisation in the school in terms of the different working relationships between professionals and the consequences of these relationships to collaboration. We consider that the different approaches to service integration in schools provide

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“…However, as some parents noted, the value of these plans would be strengthened if other services had been party to the process, such as schools and career guidance, so that issues beyond the remit of the project could be tackled (Allen, Foster-Fishman, & Salem, 2002). Recent research has demonstrated the value of cross-agency, person-centred planning (Robertson et al, 2006) but it has proved elusive to implement given the fragmentation in British services among education, social services, health and the voluntary sector (McConkey, 2002).…”

Section: Discussionmentioning

confidence: 99%