Whilst agencies in many sectors have been encouraged to work together to better meet the needs of service users, multi-agency working is now a central feature of government policy. In relation to children's services, the National Service Framework, the English green paper, 'Every Child Matters' (DfES, 2003) and the Children Bill (DfES 2004) give a high priority to an integrated approach to service provision. This paper focuses on multi-agency working for disabled children with complex health-care needs, a group of children who, perhaps even more than most, require the many professionals who support them and their families, to work more closely together. Drawing on the findings from a 3-year qualitative research study, this paper examines the impact of working in a multi-agency service on professionals. Interviews with 115 professionals concluded that staff were overwhelmingly positive about working as part of a multi-agency service. They reported improvements to their working lives in areas such as professional development, communication, collaboration with colleagues, and relationships with families with disabled children. However, whilst professionals felt that they were able to offer families a more efficient service, there was concern that the overall impact of multi-agency working on disabled children and their families would be limited.

Children with complex healthcare needs typically require technical and/or medical equipment in the home. This growing group of children and families need support that crosses agency and professional boundaries, necessitating effective multi-agency working. There are many examples of multi-agency working around the United Kingdom (UK), some specifically designed to meet the needs of children with complex healthcare needs and their families. Recent legislation and policy statements have highlighted the importance of joint planning and working. Currently no research exists that examines the impact of these initiatives on disabled children with complex healthcare needs and their families. The "Working Together" project is an ongoing research study based at the Norah Fry Research Centre, University of Bristol, Bristol, UK. The project aims to explore the impact of multi-agency work on children with complex healthcare needs and their families. This paper examines the literature on barriers to disabled children and the need for multi-agency working. It also considers the concept of multi-agency working and how different approaches to working together might be perceived by children and families.

This article summarises a symposium presented at the 1993 BILD conference by researchers based at the Norah Fry Research Centre, University of Bristol. The linking theme of the several contributions to the symposium was the need to involve people with learning difficulties in research. The article argues that a traditional model of research, in which detached observers set the agenda and present the results to their funders and academic colleagues, should not be seen as the only acceptable approach to research. This article advocates involving people with learning difficulties at every stage of the research process. The article then describes several pieces of work, carried out by or with the support of staff at Norah Fry, which illustrate the Centre's attempts to put this principle into practice. It is argued that the end result is better research, which is of more direct benefit to people with learning difficulties.This article summarises a symposium presented at the 1993 BILD conference by researchers from the Norah Fry Research Centre at the University of Bristol. The theme of the presentation was the involvement of people with learning difficulties in research.After exhorting service providers to involve service users in a whole range of activities, from hiring and firing staff to reviewing complaints procedures, we felt it was time to turn the spotlight on our own activities. Until recently, much of the research carried out in the field of disability has treated people with learning difficulties as objects of study, rather than people with opinions and information about what is important in their own lives. This traditional model of conducting research, where researchers act as detached observers, presenting their findings only to their funders and academic colleagues, has become the subject of much debate. This article briefly sets out the ways in which researchers at the Norah Fry Research Centre have tried to develop a more participatory approach to conducting research. We define 'research to include activities relating to making decisions about what to study, planning and carrying out the work itself, and producing and disseminating the findings in formats appropriate to the intended audi-ence. The article is therefore divided into three sections: setting the agenda, involvement in the research process, and making the results of research more accessible.

Accessible summary• It is very important that people with learning difficulties help make easy information.• People with learning difficulties should be involved in all the different parts of making easy information. • Involving people with learning difficulties costs money but it is very important. SummaryA key element of producing easy information is working together with the target audience. This should mean that the information produced is easier for them to understand and more likely to make a difference to their lives. If possible it is good to work together with both 'expert' or experienced information users and those who are new to the area. Partnership working needs to happen throughout every

More than 20 years of research with disabled children, young people and their families has highlighted the need for the different professionals and services that support them to work more closely together. The British policy and legal framework for ‘joined up working’ has never been stronger. However, there has been an assumption that multi‐ or inter‐agency working will inevitably be a ‘good thing’ for families. This paper discusses findings from a 3‐year research project which looked at both the process and impact of multi‐agency working on families with a disabled child with complex health care needs. Interviews with 25 parents and 18 children and young people who used six developed, multi‐agency services were carried out. Findings suggested that the services had made a big difference to the health care needs of disabled children but were less able to meet the wider needs of the child and the family – particularly in relation to social and emotional needs. Multi‐agency working appeared to make some positive, but not significant, differences to the lives of families.

Data from two research studies concerned with disabled children who have complex health needs were analysed in relation to families’ experiences of accessing short breaks (respite) services. Many families experience serious problems finding suitable services which can cater for both their child’s complex health needs and their own need for significant levels of support. This paper highlights which services families were using and the difficulties of obtaining a coherent and consistent package of support. Regulatory concerns relating to the piece‐meal provision of services and use of children’s hospices are raised along with recommendations for improving policy and practice.

Accessible Summary• People with learning disabilities have a right to be given easy information about research which is about their lives. At the Norah Fry Research Centre, we have tried to do that.• We have employed a person with learning disabilities Julian Goodwin. In this paper, he looks back at the importance of the work he has done.• We think about the questions and difficulties in making information about research 'easy'. For instance different people with learning disabilities need different types of information.• Easy information is changing, and we need to look forward to better ways of getting research messages out to people with learning disabilities. SummaryThis paper discusses the provision of easy information about research to people with learning disabilities, their families and supporters. We explore some different ways we have used over the past 25 years, to make sure that research has the greatest impact both in the UK and abroad. We discuss first the process of providing easyread versions of research at the Norah Fry Research Centre, where two of us, Goodwin and Townsley, worked on a series called Plain Facts funded by the Joseph Rowntree Foundation. We have always used different media such as audio, but more recently, have started to use video as a way of getting information out to people with learning disabilities. We aim to present the 'easy information' work done at Norah Fry, to reflect on its impact, and set it within the context of the move towards accessible information more generally, questioning some of the premises about 'impact' on which accessible information is based.

Recent government policies in relation to children stress the importance of service integration and partnership working, with particular emphasis on combating social exclusion. With reference to findings from a three‐year empirical study, this article examines some key elements of the process of multi‐agency working in services for disabled children with complex health care needs. It highlights some of the barriers to effective partnerships and lists some pointers for policy and practice.