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Collaborating across sectors to provide early intervention for Aboriginal and Torres Strait Islander children with disability and their families

A qualitative study of provider perspectives

Published Date: 10.12.2019

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Theme: Specific groups of carers

Sub-theme: Caring for a child who is sick or has a disability

Aboriginal and Torres Strait Islander Children with disabilities Support services Open access Peer-reviewed journal article

Verification Statement

This publication / resource is hosted on a publicly available external link. If the full text is not publicly accessible, summary points are included and a contact method for the author(s) is provided, where available.

The summary information presented is based on content submitted by an author or other user
, along with publicly available information about the publication / resource added by the Carer Knowledge Exchange team.

All content is reviewed, edited and approved by the Carer Knowledge Exchange team, in line with our Submission Guidelines.


To report an issue or request a change, please complete our Feedback Form.

 

Theme: Specific groups of carers

Sub-theme: Caring for a child who is sick or has a disability

View Publication Aboriginal and Torres Strait Islander Children with disabilities Support services Open access Peer-reviewed journal article

Verification Statement

This publication / resource is hosted on a publicly available external link. If the full text is not publicly accessible, summary points are included and a contact method for the author(s) is provided, where available.

The summary information presented is based on content submitted by an author or other user
, along with publicly available information about the publication / resource added by the Carer Knowledge Exchange team.

All content is reviewed, edited and approved by the Carer Knowledge Exchange team, in line with our Submission Guidelines.


To report an issue or request a change, please complete our Feedback Form.

 

Collaborating across sectors to provide early intervention for Aboriginal and Torres Strait Islander children with disability and their families

A qualitative study of provider perspectives

Published Date: 10.12.2019

  • Author/ Authors

    Anna Green, Penelope Abbott, Tim Luckett, John Delaney, Patricia Delaney, Hasantha Gunasekera, Michelle DiGiacomo, Patricia M. Davidson

  • Suggested citation (APA 7th edition)

    Green, A., Abbott, P., Luckett, T., Davidson, P. M., Delaney, J., Delaney, P., Gunasekera, H., & DiGiacomo, M. (2019). Collaborating across sectors to provide early intervention for Aboriginal and Torres Strait Islander children with disability and their families: a qualitative study of provider perspectives. Journal of Interprofessional Care, 34(3), 388–399. https://doi.org/10.1080/13561820.2019.1692798

Long Summary

This study explores service providers perception of some of the factors that cause lack of coordination across services with the aim of improving access to services for families of Aboriginal children with disability. In order to establish more collaborative cross-sector services, various influencing factors were identified, such as systemic factors in policy and funding.

    Key Messages for Carers


  • Outlines the benefits and importance of early intervention
  • Emphasise the importance of funding and policy in achieving greater coordination between services

  • Key Messages for Policy Makers


  • Emphasises lack of coordination as a key barrier to effectively accessing services
  • Advocates for schools to be used as service provision settings
  • Advocates for a formalised process that would foster interprofessional communication

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The Carer Knowledge Exchange is led by Carers NSW and proudly funded by the NSW Government. It was established as a partnership between Carers NSW and the Institute for Public Policy and Governance (IPPG) at the University of Technology Sydney from 2021-2024. We acknowledge Aboriginal and Torres Strait Islander peoples as the First Australians and Traditional Custodians of the lands where we live, learn and work.