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This paper outlines the beginning of the author’s research for a PhD thesis. The purpose of this research is to evaluate the impacts of the SCERTS assessment model on the partners in a multidisciplinary collaborative (MDC) effort to support autistic learners with severe or profound, and multiple learning difficulties (SPMLD). Research supports the efficacy of the model in the context of schools in other countries [1]. Research has also shown the model to have positive impacts on the development of skills, knowledge, and values. Can the model accomplish the same level of success in England’s special schools? In the UK there exist fundamental differences between the sectors of education, health, and social care. These differences often create barriers to the effectiveness, sustainability, and cohesiveness of MDC approaches [3] [4]. A second aim of the research is to better understand the barriers and bridges that exist to the implementation and the maintenance of a true MDC approach. This may also give insight into the steps that policy makers could take to insure better outcomes for learners. This type of approach is deemed essential to support autistic SPMLD learners and their families [5] [6]. In respect of the voices of autistic academics and authors, person first phrasing is avoided wherever possible [7]. The author also uses the term ‘learner’ in preference to the labelled phrases. A shared aim of government, parents and professionals is that learners achieve the best possible outcomes and quality of life [6]. In order to achieve this, most learners will require the support of families and a variety of professionals from multiple disciplines at different points and durations throughout their lifetimes. This research evolved from the author’s personal experience as a teacher working with special educational needs (SEN) learners the context of schools in the United States (USA) and England. It is a multidisciplinary study supported by literature from the disciplines of education, health, government, and social policy.

international journal for cross-disciplinary subjects in education

An Evaluation of the Impacts of the Social Communication Emotional Regulation and Transactional Support (SCERTS®) Model on Multidisciplinary Collaboration