5.1 Explain the roles and responsibilities of partners that are typically involved with disabled children and young people and those with specific requirements

This guide will help you answer 5.1 Explain the roles and responsibilities of partners that are typically involved with disabled children and young people and those with specific requirements

Disabled children and young people, and those with specific requirements, often have needs that span different aspects of life such as health, education, social care and emotional wellbeing. To meet those needs, different professionals and agencies work together as partners. Each partner has a distinct role and set of responsibilities. Effective collaboration ensures that these children and young people receive consistent support that meets their individual needs.

Health Professionals

Health professionals play a major role in identifying, diagnosing, treating and monitoring physical and mental health conditions in disabled children.

Paediatricians
Paediatricians are doctors specialising in children’s health. They assess medical needs, diagnose conditions and coordinate specialist treatment. They often lead the medical element of a child’s care plan and liaise with other health workers, education staff and families.

Specialist Nurses
These nurses may specialise in areas such as learning disabilities or complex health needs. Their responsibilities include administering medication, monitoring health indicators, offering advice to families, and providing training to education staff on managing medical conditions.

Speech and Language Therapists
These professionals assess and support communication needs and swallowing difficulties. They create programs to help children improve speech or alternative communication skills. They work with parents, teachers and carers to embed strategies into daily routines.

Occupational Therapists
Occupational therapists support children to develop independence in daily activities. They assess physical, sensory and environmental barriers and recommend equipment or changes to settings that help the child participate fully.

Physiotherapists
Physiotherapists focus on physical movement and mobility. They design exercise programs, advise on posture and positioning, and recommend equipment such as standing frames or wheelchairs.

Education Staff

Teachers and support staff are on the front line in providing a learning environment that meets the needs of disabled children.

Special Educational Needs Coordinators (SENCOs)
SENCOs are responsible for overseeing support for pupils with additional needs. They coordinate with other professionals, write and review individual education plans, and advise colleagues on teaching strategies.

Teaching Assistants
Teaching assistants often work directly with disabled pupils. They provide one-to-one or small-group support, adapt learning materials, and help manage behaviour or specific needs during lessons.

Class Teachers
Teachers plan inclusive lessons that suit varied learning styles and abilities. They adapt materials, use assistive technology, and monitor progress. They liaise regularly with SENCOs and parents.

Social Workers

Social workers address the social and family-related aspects of a disabled child’s life. They assess the home situation, identify risks, and put support plans into action. This could include arranging respite care, funding for home adaptations, or linking families with community resources. Social workers maintain regular contact with families and contribute to multi-agency meetings such as child protection conferences.

Child Psychologists and Counsellors

These partners focus on the emotional and psychological wellbeing of children and young people. They assess emotional health, identify barriers to learning or social interaction, and deliver therapy or counselling sessions. They work closely with other team members to support behavioural strategies and build resilience.

SEN Advisory Services

Many local authorities have specialist teams that advise schools and early years settings on supporting children with special educational needs. They may carry out specialist assessments, provide training for staff, and lend specialist equipment. Their input can make sure that inclusive practices are consistent across all settings a child attends.

Specialist Support Workers

Some children and young people have a dedicated support worker who manages daily needs, accompanies them to activities, and supports them in communication and personal care. Support workers often act as a bridge between the child, their family and other professionals, passing on information and helping the child engage fully in life.

Voluntary and Third Sector Organisations

Charities and community groups often provide services that public agencies cannot cover in detail. Examples include family support groups, activity clubs for disabled children, and advocacy services to help parents express views in formal meetings. These organisations may offer short breaks, training courses, and peer support to families.

Housing Officers

Housing officers can be partners for families needing adaptations to their home. They assess housing needs, arrange for home modifications such as ramps or wet rooms, and link with occupational therapists to make sure changes meet the child’s requirements.

Family Support Workers

They work directly with families to offer practical help, emotional support and guidance. This may involve visiting the home, advising on routines, attending appointments alongside parents, and helping them access benefits or grants.

Specialist Medical Consultants

Children with complex conditions may see consultants specialising in areas like neurology, cardiology, or genetics. These consultants diagnose and manage health issues and work with paediatricians and other health staff to provide integrated care.

Dietitians

Dietitians assess and advise on nutrition, especially if a child has dietary restrictions or feeding difficulties. They create meal plans that meet medical needs and guide parents and schools on healthy options.

Early Years Specialists

For younger children, early years specialists assess developmental stages and provide activities to stimulate progression. They often work in nurseries, children’s centres or as part of early intervention teams.

The Responsibilities of All Partners

Regardless of their specific role, partners share some common responsibilities:

• Respect confidentiality at all times
• Work collaboratively with other agencies
• Keep accurate and up-to-date records
• Communicate effectively with children, families and colleagues
• Follow relevant legislation and safeguarding procedures
• Involve young people and families in decision making
• Monitor and review plans regularly

Information Sharing

Sharing information between partners is a key responsibility. This needs to be done lawfully under the Data Protection Act 2018 and in line with safeguarding duties. Accurate information helps make sure support is well-targeted and avoids duplication or gaps. Clear consent procedures should be followed unless there is a safeguarding concern that requires sharing without consent.

Coordinated Support Planning

Partners often contribute to Education, Health and Care Plans (EHCPs) or other support plans. Each partner must provide input for their area of expertise. Plans should be reviewed regularly with all partners present to check progress and adapt to changing needs.

Communication with Families

Partnership working is most effective when families feel listened to. Each partner must keep parents informed, explain their assessments and recommendations clearly, and respect the family’s perspective. Meetings should be accessible, with interpreters or advocates present if needed.

Advocacy

Advocates may be involved when a child or family finds it hard to express their views. Partners have a responsibility to support the involvement of advocates and respond to the points raised by them. Advocacy ensures the child’s voice is central to all planning.

Training and Development

Partners must keep their skills and knowledge up to date. This can include training in disability awareness, inclusive education techniques, medical procedures, mental health support and safeguarding. Some partners may also deliver training to others working with the child.

The Role of Parents and Carers as Partners

Parents and carers have intimate knowledge of their child’s needs, preferences and history. They provide daily care, monitor changes, and pass on observations to professionals. They are partners in planning and decision making and their involvement is critical for success. Professionals must support parents through guidance, resources and clear communication.

Importance of Multi-Agency Working

When all partners work together, they can reduce gaps in care and prevent conflicting advice. Multi-agency working often involves formal meetings where updates are shared, problems are discussed, and decisions are made collectively. This means that education, health and social care plans align with each other.

Addressing Barriers to Partnership Working

Common barriers can include poor communication, lack of clarity about roles, and pressures from different organisational priorities. Overcoming these barriers involves setting clear protocols for working together, respecting each partner’s time and expertise, and making sure everyone understands the overall support plan.

Specialist Support for Transition to Adulthood

As disabled children approach adulthood, partners shift their focus towards preparing them for independent living or adult services. This includes career guidance, life skills training, and liaising with adult health and social care teams. Transition planning should start early so that the young person and their family can prepare for changes.

Monitoring and Reviewing Outcomes

Each partner is responsible for tracking progress within their specialist area. This could involve monitoring physical health improvements, academic progress, social skills or emotional wellbeing. Partners share outcomes to create a full picture of the child’s development.

Legal Duties

Partners must act in line with laws such as the Children and Families Act 2014, which covers special educational needs and disabilities. Safeguarding duties under the Children Act 1989 mean that partners must act to protect any child they believe might be at risk.

Final Thoughts

Supporting disabled children and young people is a shared responsibility. The wide range of partners involved must work together closely, respecting each other’s role and maintaining clear communication. Every partner brings a specialist skill that, when combined with others, creates a holistic support network.

When this partnership approach works well, children and young people receive consistent, coordinated care. They have better chances to thrive, learn, stay healthy and participate fully in their community. A focus on shared goals, family involvement and regular communication is the foundation for providing the best possible support.