ABSTRACT
This chapter is mainly based on research data collected at an all-age special school for pupils with physical disabilities and learning difficulties, known as Pear Tree School. There are approximately 100 pupils in the school, 10 teachers, 17 classroom assistants, one speech and language therapist, a speech and language therapy assistant, one full-time plus four part-time physiotherapists and four part-time occupational therapists. The multidisciplinary teamwork in the school is relatively advanced in that therapists work mainly in the classroom alongside teachers and classroom assistants, especially with the younger children; there is a senior member of teaching staff responsible for multidisciplinary teamwork and active management support for non-contact time for meetings.
