Definitions of terminology three models

There is now a range of terms that describe professionals working together from different disciplines and agencies. In fact, Leathard’s (1994) review of research into inter-professional work, as described by Lacey (2001), found over 52 terms that are used to denote different forms of professional work. Over the years these terms have changed quite considerably and many have been used in an inter changeable way, causing further confusion about their precise meaning. However, when looking at the development of each term, they have evolved specifically to support the trends and legislation of that particular time.

There have been four reports over the past nearly 30 years that have influenced the development of, and illustrated the need for, professionals across disciplines to work together. The Court Report (Court, 1976) clearly highlighted the importance of both the parental and professional roles. It stated that there was a need for practitioners to do the following:

■ work with parents;

■ gain specialist guidance and support from other professionals in the interests of the child.

The Warnock Report (DES, 1978), focusing on children and young people with special educational needs, emphasized this need for close working relations between professionals in different services again. Additionally, it clarified the need for inter-professional working through the identification, assessment, monitoring and reviewing of provision for children with special educational needs. Then 11 years later The Children Act (1989) took this need for professional collaboration a step forward by stating:

A coordinated approach helps to create an environment where people with different qualifications and experience can share skills and expertise and ideas in a positive way. It is important for all departments within a local authority to find ways of encouraging staff to work with this in mind, so that all the appropriate skills are available in all settings. (DoH,1989)

The Special Educational Needs Code of Practice (1994) continued to encourage this cross-disciplinary manner of working, actually specifying the agencies with which schools should be working: ‘Effective action on behalf of children with special educational needs will often depend upon close cooperation between schools, LEAs, the health services and the social services departments of local authorities’ (DfE, 1994).