University of Edinburgh

Cerebral Palsy and Visual Impairment in Children: Scottish Experience of Multidisciplinary Working

Presented in December, 2003

Summary of Discussions

Strategies to improve experience of children with CPVI in schools

Issues similar for special and mainstream schools.
Harmony between carers and professionals
Personal Passports.
Use of video clips to illustrate specific points to the multidisciplinary team.
Targeted annual national (across Scotland) plans for every child devised by parents/professionals to be checked termly.
Social inclusion for child.
Parent support groups.

Open information/communication between all staff involved with the child to understand child's educational, physical and visual impairment needs.
Time allocation for staff/staff, staff/pupils (especially important for mainstream).
Consider environment to optimise child's vision and learning potential (individual basis).
Consider task (need to consider what it is we want from child - position, vision, education).

Information gathering/history taking on child's needs/abilities.
Closer working together of parents/professionals.
Raised awareness of the range of manifestations of CP and how these interact to affect the learner.
For accountability named co-ordinators (authority person)/keynote worker (day to day).
Time identified in school contract. Preparation and support for transitions.

Action Plans to achieve the above
Kids clubs (as in VISCC)
IEPs, Individual Pupil Profiles (IPP), Personal Passports, Proforma with strengths, difficulties and strategies.
Better information sharing between parents and professionals, eg, in Target Setting.

Make medical, therapy information available to educators.
Convince headteachers and management of need for support and time.
Use of video for demonstration.
Realistic application of regulations and legislation of manual handling/Health and Safety.
Involvement of parents in mainstream schools to give good understanding of child's needs to influence how education is presented to child.

Parent education to help them take part in dialogue.
Web forum for parents and professionals.
Review meetings for sharing information - need confidentiality agreement with parents.
More multidisciplinary meetings/training days.
More training for SEN auxiliaries.
More concise reports and prioritisation of issues best addressed in smaller groups.