Samenwerking tussen orthopedagogen en huisartsen in de zorg voor mensen met een verstandelijke beperking en bijkomende geestelijke gezondheidsproblemen

Collaboration between general practitioners and masters in special needs education in the care of people with intellectual disabilities and co-occurring mental health problems This qualitative study explores collaboration between general practitioners (GPs) and masters in special needs education (in Dutch: “orthopedagogen”) regarding the care of people with intellectual disabilities and co-occurring mental health problems. Participants included 5 GPs and 9 masters in special needs education working in both residential and community-based care. Semi-structured interviews were conducted to investigate experiences, roles, and perspectives on interdisciplinary collaboration. Findings indicate that both professions perceive their expertise as complementary. In residential care, masters in special needs education often identify early behavioural changes due to their close client relationships, whereas GPs provide continuity of medical care. In ambulatory settings, the expertise of educationalists in understanding behavioural changes can strengthen the support provided to this patient group. In residential care settings, masters in special needs education play a structurally embedded role, while in ambulatory care, GPs typically serve as the first point of contact. Effective communication and coordination emerged as crucial but not always straightforward, particularly in ambulatory contexts and across primary and secondary care. Physical proximity, such as masters in special needs education working within GP practices, was seen as an important facilitator of collaboration. Both groups highlighted the importance of tailoring communication to the needs of people with intellectual disabilities and recognised their joint advocacy role in addressing structural barriers, such as long waiting lists and limited specialised services. Participants also pointed to insufficient training for GPs regarding this population, although a growing openness towards interdisciplinary teamwork was noted among younger practitioners. Overall, this study demonstrates that integrated collaboration between GPs and masters in special needs education enhances early detection of mental health problems, ensures medical follow-up, and promotes inclusive, holistic care for a highly vulnerable group.