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Collaboration and integration of services in Greek special schools: two different models of delivering school services

Collaboration and integration of services in Greek special schools: two different models of delivering school services
Collaboration and integration of services in Greek special schools: two different models of delivering school services
Multidisciplinary collaboration is considered to be very important for the education of pupils with special educational needs and particularly those pupils with the most severe disabilities. This research adopts a multiple case‐study design in order to understand collaboration and the integration of services and the effectiveness of these among pupils with profound and multiple learning difficulties (PMLD) in Greece. The teams, choosing case studies in five special schools, considered 10 pupils and their parents. Reviews and analyses of the legislation; the use of diaries; participant observations and semi‐structured interviews were used for the collection of data. Two different models of service integration which provide different opportunities to the inclusion of pupils with PMLD were revealed since schools have different methods of integrating health and social professionals. In the first model, the school works with outside services, whereas in the second, services are within the school. In addition, roles and responsibilities differ within the different models. Service integration and collaboration were found to be more effective in schools where teachers and health and social professionals work under the same management. The study suggests the expansion of the second model of multidisciplinary collaboration with the integration in schools of health therapists, educational psychologists and social workers.
1360-3116
797-818
Strogilos, Vasilis
c3f5776e-d0b6-420f-9e65-730028e939b6
Lacey, Penny
3346daef-a49c-45ff-b928-46ab9ec55533
Xanthacou, Yota
c71890e8-6feb-4734-8c9e-9cbcd9ade5eb
Kaila, Maria
76ccbbfd-daad-493f-bf03-b5973068fd45
Strogilos, Vasilis
c3f5776e-d0b6-420f-9e65-730028e939b6
Lacey, Penny
3346daef-a49c-45ff-b928-46ab9ec55533
Xanthacou, Yota
c71890e8-6feb-4734-8c9e-9cbcd9ade5eb
Kaila, Maria
76ccbbfd-daad-493f-bf03-b5973068fd45

Strogilos, Vasilis, Lacey, Penny, Xanthacou, Yota and Kaila, Maria (2011) Collaboration and integration of services in Greek special schools: two different models of delivering school services. International Journal of Inclusive Education, 15 (8), 797-818. (doi:10.1080/13603110903431550).

Record type: Article

Abstract

Multidisciplinary collaboration is considered to be very important for the education of pupils with special educational needs and particularly those pupils with the most severe disabilities. This research adopts a multiple case‐study design in order to understand collaboration and the integration of services and the effectiveness of these among pupils with profound and multiple learning difficulties (PMLD) in Greece. The teams, choosing case studies in five special schools, considered 10 pupils and their parents. Reviews and analyses of the legislation; the use of diaries; participant observations and semi‐structured interviews were used for the collection of data. Two different models of service integration which provide different opportunities to the inclusion of pupils with PMLD were revealed since schools have different methods of integrating health and social professionals. In the first model, the school works with outside services, whereas in the second, services are within the school. In addition, roles and responsibilities differ within the different models. Service integration and collaboration were found to be more effective in schools where teachers and health and social professionals work under the same management. The study suggests the expansion of the second model of multidisciplinary collaboration with the integration in schools of health therapists, educational psychologists and social workers.

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More information

Accepted/In Press date: 20 October 2009
e-pub ahead of print date: 7 March 2011

Identifiers

Local EPrints ID: 417928
URI: http://eprints.soton.ac.uk/id/eprint/417928
ISSN: 1360-3116
PURE UUID: 07a28c7c-3cd4-4f36-b35f-9e59a906cc63
ORCID for Vasilis Strogilos: ORCID iD orcid.org/0000-0003-1754-4306

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Date deposited: 16 Feb 2018 17:30
Last modified: 16 Mar 2024 04:36

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Contributors

Author: Penny Lacey
Author: Yota Xanthacou
Author: Maria Kaila

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