# data[].attributes.body
We often tend to rely on medical professionals to convince parents to seek help --> importance to scrutinise advice by medical professionals and watch out for potential misinformation

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Social workers are very important but rare. Physiotherapists too.

# data[].attributes.headline
in cases of diagnosis and/or learning difficulty

# data[].attributes.subject
in cases of diagnosis and/or learning difficulty

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SLT, psychology, psychomotor therapists, paediatrician, neurology, physio-therapist.

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much more effective than working alone. good examples mentioned at Adelphi and in Lebanon. in Once again, financial considerations are important as they influence how many sessions can be offered and how many of the professionals are seen.

# data[].attributes.body
chatting to EY educators is key as a preventative measure. This can also help with early diagnosis.

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focus on the child and their needs so that we take this work to the community. examples given by members of this group that are imp to revisit so please add notes

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Team can support each other as well as families. The families will also be confident that a programme is being considered for their children.

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importance of the value of each professional and learning from each other according to expertise, hence minimising wrong advice as well. it prevents missing particular diagnosis, and encourages ethical way of working

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may lead to wrong advice when the science has changed

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new courses are created, but important to look at training and content. also important to look at who is allowed to practice

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'Early Years' needs to be broken into subgroups depending on age:e.g. from 0-1 year, paediatricians are important as well aspsychomotor therapists, ENTs etc. so importance of medical  eld;while from 1-3, increased role of SLT and psychologists as well aseducators. Family doctors not very common in some context

# data[].attributes.subject
'Early Years' needs to be broken into subgroups depending on age:e.g. from 0-1 year, paediatricians are important as well aspsychomotor therapists, ENTs etc. so importance of medical  eld;while from 1-3, increased role of SLT and psychologists as well aseducators. Family doctors not very common in some context

# data[].attributes.headline
In cases of diagnosis and/or learning difficulty

# data[].attributes.subject
In cases of diagnosis and/or learning difficulty

# data[].attributes.body
SLT, psychology, psychomotor therapists, paediatrician,

neurology, physio-therapist.

# data[].attributes.body
much more effective than working alone. good examples

mentioned at Adelphi and in Lebanon. in Once again, 􀁸nancial

considerations are important as they in􀁹uence how many

sessions can be offered and how many of the professionals are

seen.

# data[].attributes.body
chatting to EY educators is key as a preventative measure. This

can also help with early diagnosis.

# data[].attributes.body
focus on the child and their needs so that we take this work to

the community. examples given by members of this group that

are imp to revisit so please add notes

# data[].attributes.body
MD - needed e.g child psychiatristi for holistic global development.

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Partners all workign in different ways and with different

frameworks pullin gin differnt directions can cause tensions and

dif􀁸culties - need one peron to be a lead to make this work

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Educational systems ministry of education not responsible for

ealry education - health also not responsible - social services and

NGOs are main organisations should do this

Parents are mostly responsible for early years

ARC working to make all resources for everyone so accessible to all

Different organisations do not share resources

Networking can be for referral or use premises and collaborate

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parents, health.socia.education, NGO

eduction: nursery/schools/policy makers

build on health sector

pediatricians would be invaluable, but they are busy and not

necessarily convinced

Nurseries

approaching them from higher up (ministries)

Ministry of education (are poor writing skills observed in Jordan

related to poor oral skills?)

raising awaremess in parents

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You need to have the right people

we need to believe that the child's development is everybody's

concerns first

We need to understand each other's work and become a team

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extremely important to work as a team, to bring all knowledge at

the table

one area alone is not enough

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Discussion of a screening activity that was not well received

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focusing on the goals rather than the people who do the work,

make sure everyone can contribute, and put the focus on the child

rather than the people who work, create a win-win atmosphere

barriers may be cultural

barriers to collaboration are part of the culture

lack of understanding of each other's discipline

it can be that some people exceed their area of expertise, leading to

lack of trust

and understanding

we need to clarify expectations and contributions

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Positive perceptions about professional roles

speaking the same language and being on the same level

Working in a specialist school- importance of generalising goals

We need to look at the child as a whole (different practitioners will

view things from a different angle)

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Sometimes trying to collaborate with schools we do not receive

feedback. Can feel as though we are 'bothering' schools. Although

nowadays this has improved

Not having a therapist based at school

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More basis from research related to assessment and prevention

and treatment

examples of repeated efforts reproducing the same research.

Collaboration would allow best people to work on most appropriate

areas