Working with teaching professionals
Children who are multi-sensory impaired frequently have complex medical and educational needs. Consequently many families receive services from a number of different professionals.
It is vital in meeting your child's needs that you, as parents, and the professionals working with your child, work well together. Several factors can make this hard to achieve, including when large numbers of professionals are involved or when services are not well co-ordinated.
As parents, you can help improve this situation by sharing your knowledge and understanding of your child with all the professionals involved.
Children attending school
Both parents and professionals need to recognise that home and school are different, and work in different ways to meet children's needs. Children may sometimes respond differently to activities in the two settings.
Both parents and professionals need information from the other about your child's state - whether they've slept well or what they've eaten.
As parents of a child with deafblindness, you are less likely to meet other parents while waiting for children in the playground as you might if your child was in a mainstream school. This can lead to isolation and also to a lack of information, for example, about the next stage of education.
So it is important to know that you can contact key staff by phone and that calls should always be returned promptly – particularly as transport arrangements usually mean that parents cannot pop into school for a word with the teacher as they might in a mainstream school.
Government publications giving information for teaching professionals on working with families of children with deafblindness:
- Developing Early Intervention / Support Services for Deaf Children and their Families
- Together From The Start - Practical guidance for professionals working with disabled children (birth to third birthday) and their families (PDF)
Our suitably qualified page offers guidance on qualifications and criteria for assessing people’s support needs.
First published: Monday 21 May 2012
Updated: Friday 23 January 2015