Integrated Services for Children with Disabilities: A Staff Development Perspective

Abstract

This paper derives from research commissioned by a Scottish local authority (LA) and its associated Health Board through its Joint Strategy Group. Within an overall policy framework of social inclusion and the pursuit of social justice, the Joint Strategy Group considered the social and economic impact of disabilities on children and families and addressed how more integrated policy and service provision for this group might be developed. To that end, issues of staff development and training were identified as a priority and the writers were asked to investigate, first, what was needed by different groups of staff across all departments and, second, how far those needs were being met within the framework of current provision. The work was carried out with a range of staff from the Health Board and from LA departments providing a range of services. The focus in this paper is on findings emerging in relation to education staff and to the adequacy of systems of staff development in supporting their participation in coordinated support for pupils with additional support needs. Qualitative and quantitative data enabled comparison between the staff development opportunities available to different groups of staff. Interesting disparities and anomalies arise from these comparisons and these are discussed here. The paper contextualises the project in current social policy with its emphasis on social inclusion and the pursuit of social justice. Integrated services are viewed as a main means of pursuing social inclusion, not least in education where the recent Education (Additional Support for Learning) (Scotland) Act 2004 endorses provision through coordinated support. This paper argues that the impetus towards more integrated services throws into relief dissimilarities in the staff development experiences of teachers and others supporting young people. Differences and tensions in approaches to staff development are discussed and evidenced using data from the research project. At worst, the lack of congruity in opportunities available to different groups could undermine effective joint working but will, in any event, create difficulties for those trying to promote a culture of collaborative working. Finally, the paper offers some thoughts on the implications of the research for a staff development strategy in relation to coordinated support for children with additional support needs.