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406Questions of QualityBe able to thoroughly and efficiently integrate the contributions of multipledisciplines;Have the capacity to plan and co-ordinate supports and services from multipledisciplines.This statement does not ignore the need for appropriate models of curriculum and servicecontent. It takes for granted that effective services must have an effective contentcomponent (while acknowledging that we still face many challenges in developing ourknowledge base about what really works in Early Intervention). Rather, it prompts us tounderstand that many of the challenges we face lie in the “how” not in the “what”.Training for ProfessionalsIn Ireland there is no specific training for professionals to work with young children withdisability and their families. Many courses (therapy professions, learning disabilitynursing, some childcare and education courses) contain short modules focused on theneeds of children with disability in specific areas. However, there is a need for trainingfor all professionals that clearly articulates models of early intervention and equips stafffrom a range of disciplines to work effectively with families with young children with adisability.In terms of how professionals work together there is a need for training courses toencompass within them specific approaches to teamwork and to skill sharingtransdisciplinary work. There is a need for the relevant undergraduate courses to focuson the importance of co-ordination and integration. Common training inputs are one wayof achieving this. It might also be useful to look at establishing a post-graduate diplomatype course that supports professionals from a variety of backgrounds to learn theadditional skills they require to become skilled early interventionists.We in St. Michaels’ House feel at this stage we have made significant progress, but thework is not without its challenges. Shonkoff and Meisels (1990) state:“The progressive and inevitable ambiguity of disciplinary boundaries represents oneof the central challenges facing the field of early childhood intervention”This is as true in 2004 as it was in 1990.
An “Integrated Holistic Model” of Early Intervention with Children and Families 407ReferencesBaker, J. (1998). Equality. Equality Research Studies. UCD.Barron, S. and Mulvaney, F. (2003). National Intellectual Disability Database CommitteeAnnual Report. Dublin: Health Research Board.Bauman, L., Drotar, D., Leventhal, J. Perrin, E. and Pless, B. (1997). “A Review ofPsychosocial Interventions for Children with Chronic Health Conditions.” Pediatrics, Volume100, No. 2.Begun, A. (1996) (in) Rosin, P., Whitehead, A., Tuchman, L., Jesien, G., Begun, A. andIrwin, L. (1996). Partnerships in Family Centred Care - A Guide to Collaborative EarlyIntervention. Maryland: Brookes Publishing Co.Beresford, B. (1995). Expert Opinions: A National Survey of Parents Caring for a SeverelyDisabled Child. Bristol: The Policy Press.Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Natureand Design. Cambridge, MA: Harvard University Press.Brinker, R., Seifer, R. and Sameroff, A. (1994). Relations Among Maternal Stress, CognitiveDevelopment, and Early intervention in Middle-and Low SES infants with DevelopmentalDisabilities. American Journal of Mental Retardation, Volume 98, No. 4, pp. 463-480.Carpenter, B. (1998). Working with Families in Early Intervention. Paper given to Eurlyaid4th European Symposium.Commission on the Status of People with Disabilities (1996). A Strategy for Equality:Report of the Commission on the Status of People with Disabilities. Report Commissionedby the Department of Equality and Law Reform. Dublin: The Stationery Office.Council on Quality and Leadership in Supports for People with Disabilities (1995). OutcomeMeasures for Early Childhood Intervention Services. Towson: The Council.Crais, E. (1993). Families and Professionals as Collaborators in Assessment, Topics inLanguage Disorders, Volume 14, No. 1, pp. 29-40.Crais, E. and Wilson, L. (1996). The Role of Parents in Child Assessment: Self Evaluation byPracticing Professionals. The Transdisciplinary Journal, Volume 6, No. 2, pp. 125-143.
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