The Role of the Multidisciplinary Team in the Provision of Continuum Services to Learners With Special Educational Needs and Disabilities At the One Stop Centre of Livingstone University Teaching Hospital in Southern Province of Zambia

Abstract

This study examined the role of the multidisciplinary team (MDT) in delivering continuum services to learners with special educational needs and disabilities (LSEND) at the One Stop Centre of Livingstone University Teaching Hospital, Southern Province, Zambia. Grounded in epistemological foundations within a positivist paradigm, the research used a phenomenological design to capture participants’ lived experiences of MDT practice. A qualitative approach was employed, with data gathered through in-depth interviews and focus group discussions with 18 participants, including healthcare professionals, special education teachers, social workers, and caregivers. Thematic analysis identified recurring patterns across participant accounts. Findings indicate that effective interdisciplinary collaboration within the MDT enhanced continuum services for LSEND through: (i) comprehensive multidisciplinary assessment; (ii) tailored, individualized intervention planning; (iii) collaborative planning and shared decision-making; (iv) professional development and cross-disciplinary learning; (v) ongoing communication and coordinated service delivery; (vi) systematic monitoring of learner progress; (vii) active family and caregiver involvement; (viii) early identification and intervention; and (ix) holistic support addressing educational, medical, psychosocial, and developmental needs. Overall, structured MDT collaboration strengthened service coordination, improved timeliness of interventions, and promoted continuity of care for LSEND. The study concludes that multidisciplinary teamwork is a critical mechanism for enhancing access to comprehensive, coordinated, and sustainable continuum services within one-stop service delivery models in Zambia.