Policy Press
3 Multi-agency working and children and young people with disabilities: from ‘what works’ to ‘active becoming’
-
Abstract
This chapter examines the evolution and effectiveness of multi-agency working in supporting children and young people with disabilities over the past four decades. Focusing primarily on the educational sector, it critiques policy developments from the Warnock Report to the era of Education, Health and Care Plans. The analysis challenges traditional conceptions of multi-agency collaboration, which often prioritise systemic and communicative efficiency over the complex dynamics of professional roles and relationships. Emphasising the need for a relational and flexible approach, the authors argue for a shift towards recognising and incorporating the diverse knowledges and changing needs of families. The concept of ‘privilege-cognisant’ professionals is introduced to advocate for a more adaptive and inclusive service provision that supports the active becoming of children and families, despite the challenges posed by austerity and conflicting interests.
Abstract
This chapter examines the evolution and effectiveness of multi-agency working in supporting children and young people with disabilities over the past four decades. Focusing primarily on the educational sector, it critiques policy developments from the Warnock Report to the era of Education, Health and Care Plans. The analysis challenges traditional conceptions of multi-agency collaboration, which often prioritise systemic and communicative efficiency over the complex dynamics of professional roles and relationships. Emphasising the need for a relational and flexible approach, the authors argue for a shift towards recognising and incorporating the diverse knowledges and changing needs of families. The concept of ‘privilege-cognisant’ professionals is introduced to advocate for a more adaptive and inclusive service provision that supports the active becoming of children and families, despite the challenges posed by austerity and conflicting interests.
Chapters in this book
- Front Matter i
- Contents iii
- List of figures and tables iv
- Notes on contributors v
- Foreword ix
- Foreword xi
- Foreword xiii
- Introduction 1
- Disability and education in historical perspective 6
- Continuity and tensions between the SEND framework and disability rights legislation in recent legislative reforms 20
- Multi-agency working and children and young people with disabilities: from ‘what works’ to ‘active becoming’ 51
- Disabled students in higher education: what progress has been made over the last 30 years? 74
- Meeting the standard but failing the test: the case of children and young people with sensory impairments and access to assessments and qualifications 94
- Exploring the intersection of race and disability in English schools 107
- The hidden world of within-school exclusion 119
- Social, emotional and mental health needs in educational settings: putting wellbeing into socio-relational context 142
- Conclusion 154
- Index 157
Chapters in this book
- Front Matter i
- Contents iii
- List of figures and tables iv
- Notes on contributors v
- Foreword ix
- Foreword xi
- Foreword xiii
- Introduction 1
- Disability and education in historical perspective 6
- Continuity and tensions between the SEND framework and disability rights legislation in recent legislative reforms 20
- Multi-agency working and children and young people with disabilities: from ‘what works’ to ‘active becoming’ 51
- Disabled students in higher education: what progress has been made over the last 30 years? 74
- Meeting the standard but failing the test: the case of children and young people with sensory impairments and access to assessments and qualifications 94
- Exploring the intersection of race and disability in English schools 107
- The hidden world of within-school exclusion 119
- Social, emotional and mental health needs in educational settings: putting wellbeing into socio-relational context 142
- Conclusion 154
- Index 157
