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.