ABSTRACT
Pupils with SLD/PMLD typically have disabilities that are in addition to their underlying difficulties, requiring the support of a wide range of specialist services. Many of these pupils also have serious medical conditions and require nursing and the provision of medical treatments. A good number of them also require individually designed packages of care, in order to maintain their well-being, comfort and security. This diverse range of needs means that it is impossible for any one service provider, or practitioner, ever to hope of meeting all of the needs of pupils with SLD/PMLD (Lacey 1998). As a consequence, SLD schools are typically multi-agency by function. They are required to coordinate the provision of specialist services from an LEA, local health authority, social services department and a variety of voluntary organisations, in addition to fulfilling their basic role of providing a relevant education for their pupils. The multi-agency function of SLD schools, however, has received relatively little attention compared with their role as child educators.
