“you say… i hear…": Epistemic gaps in practitioner-parent/carer talk

HODGE, Nick and RUNSWICK-COLE, K. (2017). “you say… i hear…": Epistemic gaps in practitioner-parent/carer talk. In: RUNSWICK-COLE, Katherine, CURRAN, Tillie and LIDDIARD, Kirsty, (eds.) The Palgrave Handbook of Disabled Children's Childhood Studies. Palgrave Macmillan UK, 537-555.

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Official URL: https://link.springer.com/chapter/10.1057/978-1-13...
Link to published version:: https://doi.org/10.1057/978-1-137-54446-9_33
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    Abstract

    © The Author(s) 2018. • Policy guidance has often focused on the need for strong partnerships between parents/carers and practitioners to support the learning of children labelled with Special Educational Needs and/or Disabilities (SEND). • Despite this policy focus, relationships between parents/carers and practitioners are often difficult. • This chapter explores the nature of these difficulties drawing on the work of Lipsky (1971) and McKenzie and Scully (2007). • In conclusion, there are suggestions for how partnership working between parents/carers, practitioners and children might be developed.

    Item Type: Book Section
    Identification Number: https://doi.org/10.1057/978-1-137-54446-9_33
    Page Range: 537-555
    SWORD Depositor: Symplectic Elements
    Depositing User: Symplectic Elements
    Date Deposited: 24 Nov 2020 12:17
    Last Modified: 17 Mar 2021 16:30
    URI: http://shura.shu.ac.uk/id/eprint/27329

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