Bridging the Gap between Policy and Practice: Adopting a Strategic Vision for Partnership Working in Special Education

Autor/in	Pinkus, Susanna
Titel	Bridging the Gap between Policy and Practice: Adopting a Strategic Vision for Partnership Working in Special Education
Quelle	In: British Journal of Special Education, 32 (2005) 4, S.184-187 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/j.1467-8578.2005.00395.x
Schlagwörter	Stellungnahme; Special Education; Educational Policy; Public Policy; Parent Participation; Partnerships in Education; Parent School Relationship; Foreign Countries; Participative Decision Making; United Kingdom (London) + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Politics of education; Bildungspolitik; Öffentliche Ordnung; Elternmitwirkung; Hochschulpartnerschaft; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausland
Abstract	The desirability of parents and professionals in special education working in partnership continues to be expressed through Government policy and legislation and through voluntary sector initiatives. Moreover, partnership working attracts significant financial investment. Yet effective, working parent-professional partnerships often remain elusive in practice. In this article, Susanna Pinkus, a teacher, consultant and teaching practice supervisor who recently completed her PhD, describes her research into partnerships between parents and professionals. She bases her assertions on the daily experiences of 14 parents based in four London education authorities and attributes an absence of effective collaboration to lack of understanding about how partnerships between parents and professionals do, and should, function in the special educational context. In order to bridge this gap between the rhetoric of policy and the difficulties that are frequently reported in developing parent-professional relationships in practice, Susanna Pinkus identifies and discusses four principles as being central to forming effective partnerships. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10