Problematising Parent-Professional Partnerships in Education

Autor/inn/en	Hodge, Nick; Runswick-Cole, Katherine
Titel	Problematising Parent-Professional Partnerships in Education
Quelle	In: Disability & Society, 23 (2008) 6, S.637-647 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-7599
Schlagwörter	Partnerships in Education; Parents; Autism; Barriers; Parent School Relationship; Resource Allocation; Agency Cooperation; Integrated Services; Knowledge Management; Communities of Practice; Performance Factors; Special Needs Students; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Eltern; Autismus; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ressourcenallokation; Wissensmanagement; Community; Leistungsindikator; Sonderpädagogischer Förderbedarf; Ausland; Großbritannien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10