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 Cohorts 2003-2004 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