MULTI-AGENCY WORKING BETWEEN EDUCATIONAL PSYCHOLOGISTS AND SERVICES WORKING WITH SPECIAL EDUCATIONAL NEEDS CHILDREN OF 0-5 YEARS

Abstract

Identifying Special Educational Needs (SEN) and disabilities in early childhood can present complexities within a diverse and heterogeneous group (Frederickson and Cline, 2002). The challenges in assessing this population, characterised by rapid and non-linear development (Power and Elliot, 2006), are compounded by varying definitions of complex needs. Driven by evolving governmental rhetoric and policy changes, particularly emphasised in the Children and Families Act (UK HM Government, 2014) and SEN Code of Practice (DfE, 2015), there is a growing urgency to enhance outcomes for children and young people with SEN. The philosophy behind these initiatives stress early identification of children's needs, which necessitates a departure from existing practices towards a holistic, person-centred framework that promotes collaboration among agencies (Statham, 2004). This study explores the current multi-agency practices of Educational Psychologists (EPs) and professionals in Children's Services involved in assessing children aged 0-5 with suspected SEN in a specific Local Authority (LA). Utilising a single case study design with embedded units of analysis (Yin, 2009), the research sought to determine whether practitioners' diverse goals and conceptualisations align to foster shared understandings leading to coordinated outcomes. The methodology included semi-structured interviews and observations of the multi-agency assessment process, analysed through thematic analysis following Braun and Clarke's principles (2006). The findings highlight effective multi-agency practices facilitating a comprehensive understanding of the child's needs. However, they also unveiled instances of boundary crossings and a lack of support services, resulting in fragmented outcomes. Despite these challenges, practitioners underscored the importance of nurturing established relationships and individual expertise to enhance collaborative efforts. This study anticipates that examining the existing practices among EPs may pave the way for future enhancements in approaches to assessing SEN during the early years, aiming for more effective outcomes and interventions.

Date of Award	6 Jan 2025
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Kevin Woods (Supervisor) & Caroline Bond (Supervisor)