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

© 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.