Interdisciplinary training for staff working with people with profound and multiple learning disabilities.
Traditionally, teachers, therapists, nurses and social workers have separate training which fits them each for specific and defined roles in their work with people with learning disabilities.
In reality, these roles, at least, are complementary and in many cases overlap considerably.
In schools and adult centres, professionals are expected to work in what are termed'multidisciplinary teams'which implies that they have the desire and the ability to share and collaborate, using the expertise born from their individual disciplines to meet all the needs of the people in their care.
There is a long history of examples of how difficult it is to achieve this and a huge literature base on the reasons why this might be so (Lacey & Lomas, 1993).
There are, however, remarkably few research studies demonstrating the effects of working together across disciplines and even fewer which address aspects of training members of multidisciplinary teams, although shared learning has provoked much interest, especially in health and care related contexts.
This paper is concerned with a discussion of the importance of training members of multidisciplinary teams together and in demonstrating how this was achieved in one university department.
This was a project set up in 1992 aimed at planning, implementing and evaluating an interdisciplinary course for staff who work with people with profound and multiple learning disabilities. (...)
Mots-clés Pascal : Enseignement supérieur, Formation professionnelle, Personnel sanitaire, Travailleur social, Enseignant, Pédagogie spéciale, Trouble apprentissage, Institution spécialisée, Homme, Relation professionnelle, Travail équipe, Interaction sociale, Royaume Uni, Europe
Mots-clés Pascal anglais : Graduate level education, Occupational training, Health staff, Social worker, Teacher, Special education, Learning disability, Specialized institution, Human, Professional relation, Team work, Social interaction, United Kingdom, Europe
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 98-0161752
Code Inist : 002B30A09. Création : 21/07/1998.