GSDD5004 Multidisciplinary and Collaborative Practice

Participants in this unit will develop high-level skills to enable them to work effectively in multidisciplinary, collaborative practice in the field of developmental disabilities. Students will explore the range of past and present models of practice on which ways of working with people with developmental disabilities and their families have been based. Models to be considered include professional versus client led models of practice; interdisciplinary, multidisciplinary and transdisciplinary models; parents as partners, collaborators and drivers; negotiation and communication between professionals and with families; multidisciplinary team management and consultation skills and expertise. Students will have the opportunity to participate in multidisciplinary assessment and support planning case presentations.

At the end of this unit of study, graduate students will be able to:

1. Differentiate models of practice, their historical development and philosophical and ideological bases.
2. Explain multidisciplinary and collaborative practice in terms of its philosophy, component parts and practical application.
3. Analyse the benefits and limitations of multidisciplinary and collaborative practice as they apply to the student’s workplace.
4. Critically examine key readings in multidisciplinary and collaborative practice.
5. Evaluate instances of multidisciplinary and collaborative practice and identify strengths and weaknesses.

Bronwyn Hemsley is a speech pathologist and clinical researcher with extensive experience in working with children and adults with disability and complex communication needs. Bronwyn's work to date includes clinical services to children and adults and development of policy and teaching health professionals and others about working with people with disability and the use of augmentative and alternative communication. Bronwyn has had experience working in a variety of collaborative teams in disability services, hospitals, health centres, schools and academic settings in Australia and overseas. Her research and publication program includes adults with a life long disability and complex communication needs, communication in the hospital setting, and dysphagia management.

Tony Harmen has a background of 30 years in the disability field. He currently works at the Centre for Developmental Disability Studies (CDDS). He is involved in a number of research and teaching projects, which include the Diploma of Disability Studies in Singapore, Active Support, Individualised Funding and Resource Allocation together with a number of literature reviews and training programs. In addition he is developing CDDS E-Learning, participating as a trainer in the RRCS Cert III RTO program, maintaining the website, and contributing to articles and presentations. Tony is also the System Administrator for the University of Minnesota’s College of Direct Support in Australia. Tony graduated with Honours in the postgraduate program Masters of Health Science (Developmental Disability) and hopes to commence his PhD next year. He continues to pursue a special interest in autism, transition, Active Support and community living.