Problematising parent–professional partnerships in education

HODGE, Nick and RUNSWICK-COLE, Katherine (2008). Problematising parent–professional partnerships in education. Disability & Society, 23 (6), 637-647.

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Abstract

The value of, and need for, parent–professional partnerships is an unchallenged mantra within policy relating to ‘special educational needs’. In spite of this, partnerships continue to be experienced as problematic by both parents and professionals. This paper brings together the different perspectives of two disability researchers: one a parent of a disabled child while the other was a teacher for 20 years of children with the label autism. The paper deconstructs the concept of partnership and then, drawing on the expertise of parents, suggests how enabling and empowering parent–professional relationships might be achieved.

Item Type:	Article
Research Institute, Centre or Group - Does NOT include content added after October 2018:	Sheffield Institute of Education
Identification Number:	https://doi.org/10.1080/09687590802328543
Page Range:	637-647
Depositing User:	Lorna Greaves
Date Deposited:	24 Sep 2012 10:57
Last Modified:	18 Mar 2021 04:25
URI:	https://shura.shu.ac.uk/id/eprint/6096

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