Learning Together, Working Together? Charlene Tait charlene.tait@strath.ac.uk

2. Learning Together, Working Together? Charlene Tait charlene.tait@strath.ac.uk

3. Background • Multi-professional Postgraduate Study in autism (ASD) • Established 1998 • Campus and outreach delivery • 500 + participants to date

4. Why autism? Why Multi-professional(Jelly Babies by Brian James @ Meikeljohn illustration)

5. Student Composition Campus Cohorts2003-2004 to 2007 - 2008

6. Context • Shift towards multi-professional working and training • Development of National Training Framework for Autistic Spectrum Disorders (Mackay & Dunlop 2004) • Policy flow & legislative drivers • The broader issue of inclusion ( Florian 1998)

7. Challenges • Diverse needs of student body • Range of experience of working with individuals with ASD • Addressing needs of practitioners working with people across the lifespan • Previous experience (or lack of experience ) of Multi-professional working

8. Opportunities • Collaborative learning (Gokhale 1995) • Development of common knowledge & common professional goals (Hutchings & Feaver 2002) • Overcoming professional misconceptions • Development of individual professional role • Peers living with ASD

9. Approaches to Teaching & Learning in a Multi-professional Context - Concepts • Ethos – Surrender the “expert” label but own your expertise • Commit to knowledge exchange • Reflect on roles – Teacher? Learner? • Acknowledge the need for professional socialization (Wood 2000) • Cultivate collaboration - core • Social Constructivist “leanings”

10. Approaches to Teaching & Learning in a Multi-professional Context - Practice • Action Learning Sets– case based collaborative tasks • Peer Critique • Workshop approaches – task based work • Student directed work – learners as teachers – “Co-educators” • Time to talk • Supported by a multi-professional teaching team

11. Student Perceptions – Learning into Practice I am confident in discussions with colleagues from various disciplines with regard to my knowledge about ASD and in suggesting various strategies” Learning Disabilities Nurse “Multi- Professional opportunities enhance greater understanding of support in different contexts” Speech & Language Therapist

12. “... People come to me, even psychiatrists will come because they don’t know. I have referred people on for diagnosis, I recognise people coming in who have ASD” Learning Disabilities Nurse

13. “… I needed general knowledge of ASD. The course helped me keep up with current research, I gained from the multi-professional dimension. It has changed aspects of my practice, I have developed as a professional… I have realised what kind of professional I want to be, there is not just one methodology, you need to look at the bigger picture”

14. “All aspects (of knowledge and practice) needed developed. I had a little knowledge of Asperger’s syndrome from reading. It was vital that I did the course; I needed an understanding of ASD. It has all had an impact…the biggest thing is working with parents, listening to their point of view. It made me review the way I dealt with parents.” Teacher

15. Student Perceptions – Learning and the lived experience of families “I have increased my understanding of professional perspectives. The idea of a multi-professional, multi-agency team; you don’t really feel part of that as a parent. Now I feel I could be, I am more confident. I didn’t think I lacked confidence but now that it has increased I see that I did”

16. “I am not taking it personally anymore…I can see where he is coming from. I understand the psychology of it more” “…I feel what I have to say is said with emotion, I am not just saying something that happens, there is a lot of feeling…there is a family, it is quite involved, there is pain, there is hurt…”

17. “…I see other parents fighting professionals all the time and I want to say, don’t do that. I know this is part of the guilt, I can see that process. Because I have been in the team with all the professionals I feel I can see the bigger picture. I can see it from both sides not just as a parent.”

18. Learning – Impact on strategic planning Aberdeenshire Model: • Course embedded in education authority ASD strategy • Strong commitment to parental participation • Development of local networks – Paired graduates supporting local initiatives • E.g. support groups, training

19. Reflections & Conclusions • Reflect on terminology? Shift from multi-professional to inter professional- emphasis on participation rather than presence • Facilitation of “corporate” shift in thinking – individual construction of knowledge can lead to shared • Process is crucial – content is the vehicle • Timing of exposure – professional socialization, collaborative practice

20. Value of “stakeholder” involvement • Need for more detailed “Impact” research – perceptions of the consumers of services • Transfer of principles into CPD, staff development and pre-service training

21. References Florian, L. (1998) Inclusive Practice What, why, and how? In C Tilstone, L Florian & R Rose (Eds) Promoting Inclusive Practice. London: Routledge Falmer Gokhale, A. (1995) Collaborative learning enhances critical thinking. Journal of Technology Education.7: 22 – 30. Hutching, S. Feaver, S (2002) “Wedded”, “Bedded”, or “Simply Flirting” Teaching Forum.50:9 – 11 Mackay, T. & Dunlop, A W (2004) The Development of a National Training Framework For Autistic Spectrum Disorders. Glasgow: National Autistic Society Wood, D F (2000) Inter –professional Education – Still More Questions than Answers? Medical Education 2001:35: 816