ABSTRACT
This chapter describes the nature of multi-professional meetings and the efficacy of establishing frameworks of human activity based on trust and effective communication. It explores the use of structured frameworks of understanding; by involving reflection upon the voice of the parent/carer and pupil’s voice, professionals can aim to achieve a holistic, shared understanding of children and young people. The dialogue around multi-professional working is a well-trodden path reflecting a depth of guidance and legislation. Developments in the 1970s signalled a shift in the creation of special educational provision, with all children being entitled to an education that was deemed appropriate. Delays in organising multi-professional meetings could be detrimental to the process of identification and support, including the ability of schools and parents/carers to move forward with a request for an Education, Health and Care Plan assessment. There can be benefits to having a key worker and/or lead professional at multi-professional meetings.
