Professional Context - Crossing Boundaries

Professional Context - Crossing Boundaries

I see examples of interdisciplinary collaboration daily within the primary school in which I work, but for the purposes of this blog I have chosen to focus upon this type of approach in a broader sense than just our school community. I love the thought of encouraging our students and staff to expand their empathic horizons by promoting understanding of others, (Dr Deana Mc Donagh, Assoc. Professor, University of Illinois).There is a significant amount of overlap within the teaching profession, with a multitude of different professional skills, knowledge and perspectives. With such diversity it is amazing how much overlap there is between different professional occupations.

Within a primary school context there are more opportunities for developing connections between a number of professionals from outside the school community. To do so we need to foster trust and cooperation between disciplines and to provide a platform in which all contributors can speak honestly and with a shared language. Communication seems, as always, the key to effective collaboration.

The potential interdisciplinary connection I have chosen to pursue is in relation to physical activity and inclusion of children with disabilities. All children benefit from physical activity, and children with disabilities are no exception. Participation of children with disabilities in sports and physical activity programs promotes physical, emotional, and social wellbeing.

In order to ensure a classroom programme which is inclusive we will need to assess the disadvantaged child’s overall health status, any safety precautions and the availability of equipment. Health professionals such as occupational and physiotherapists will have valuable information which may help in the implementation of a suitable programme. One in which the child may derive the benefits of physical activity, team membership and physical challenges which engage and stimulate children. By liaising with Charities and Trust organisations such as The Halberg Disability Sport Foundation we hope to be able to purchase specialist equipment which will facilitate this inclusion. Children with disabilities and their families often face financial as well as societal barriers to participation.

The planning stages of this exercise would ideally take place at a multidisciplinary IEP. Possible barriers are those which so often affect teaching staff and health professionals; limited time and funds. This is where organisations such as the Halberg Foundation are invaluable in the support they are able to provide in funding and advice. The benefits of using this multidisciplinary approach are in the ability to draw on multiple perspectives and practices. The implementation of such a programme needs to be flexible and adaptable enough to allow growth and development.

 I am looking forward to providing a more inclusive culture at school. One where all our children are able to enjoy physical activity on an equal basis with their peers.

References

 Mulligan, L. M., & Kuban, A. J. (2015). A Conceptual Model for Interdisciplinary Collaboration. Retrieved from http://acrlog.org/2015/05/14/a-conceptual-model-for-interdisciplinary-collaboration

Promoting the Participation of Children With Disabilities in Sports, Recreation and Physical Activities Nancy A. Murphy and Paul S. Carbone, Paediatrics 2008;121;1057, DOI: 10.1542/peds.2008-0566

ThomasMcDonaghGroup. (2011, May 13). Interdisciplinarity and Innovation Education. [Video file]. Retrieved from https://www.youtube.com/watch?v=kDdNzftkIpA