The SAGE Handbook of Inclusion and Diversity in Education examines policy and practice from around the world, with respect to broadly conceived notions of inclusion and diversity within education. This growing and significant area of research reflects the ever-increasing expectation that not only should schools accept all students, but that they should be able to provide each student with a high-quality educational and social experience. This Handbook sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This an ideal text for students, academics and researchers in the field of education, as well as those involved in policy-making, or those teaching in classrooms today. Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education; Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems; and Part III: Inclusion and Diversity in Global and Local Educational Contexts.

Chapter 23: Multi-Disciplinary Practice and Inclusive Education

Multi-Disciplinary Practice and Inclusive Education

Multi-disciplinary practice and inclusive education
Sue Soan

Promoting children's wellbeing and safeguarding them from harm depends crucially upon effective information sharing, collaboration and understanding between agencies and professionals. (Melvin, Price and Edmond, in Edmond and Price, 2012: 55)

Introduction

Terms relating to all forms of joint working including multi-disciplinary practice have been used in national policy and daily practice in England for well over twenty-five years (DfE, 1994). Frequently associated with the dominant discussion about the development of an inclusive education system for children with special educational needs (SEN), working across professional disciplines has extended its reach to encompass many other areas of children and young people's development and welfare. This chapter will present the author's understanding of the ...

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