‘It takes leaders to break down silos: Integrating services for disabled children’ (CDC paper). Further observations focusing on local agreements about good practice
‘It takes leaders to break down silos: Integrating services for disabled children’ (CDC paper). Further observations focusing this time on workforce attitudes, and a bit about cake

‘I have seen therapists being unwilling to share ideas with portage workers because of differences in levels of training. The portage workers characterised this as professional snobbery.’
In the September TAC Bulletin I made informal observations about a recent paper from England’s Council for Disab
Dismal early child and family support (ECI) in the UK – a massive failure of imagination, not competence
For First Nations people the bushfires bring a particular grief, burning what makes us who we are
Extract from an aricle in the Guardian on 5/1/2020 by Lorena Allam:
There’s a midden at Murramarang on the south coast that dates back to the ice age. It holds the stories of 12,000 years of Yuin occupation in layers of stone tools and spearpoints, fish bones and oyster shells.
To get there y
‘It takes leaders to break down silos: Integrating services for disabled children’ (CDC paper). Further observations focusing this time on what families can do to help integrate local services

‘If fragmentation has been highlighted...as a problem for children and families, there is nothing to prevent parents setting up a meeting...and inviting service managers to it.’
This is the third part of a series of informal observations on the Council for Disabled Children’s paper, ‘It takes leader
‘It takes leaders to break down silos’ – report by Council for Disabled Children offers more of the same. Disappointing

“The report intended to identify key factors enabling or hindering progress towards service integration but...has fallen short by omitting training, rights and discrimination and by underestimating user power.”
Informal observations on the UK Council for Disabled Children’s report: It takes l
Enhancing the education component of early child and family support for children who have multiple diagnoses of disabilities
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