“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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Link to published version:: https://doi.org/10.1057/978-1-137-54446-9_33


© 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: https://shura.shu.ac.uk/id/eprint/27329

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