ABSTRACT
This chapter aims to develop children’s understanding of the complexity of working with families in the Special Educational Needs and Disability (SEND) context and how policies and legislation have supported the move towards families’ having of voice in how their child is supported. It focuses on the theoretical underpinning of the professional/family relationship. The chapter outlines some of the practical applications arising from this. It explains the critical role that families play in the education of their children living with SEND. The chapter examines key reforms which have underpinned the change in the relationship between families and the professionals they come in contact with. It provides how to engage hard-to-reach parents. The chapter utilises the example of critical incidences to reflect on practice. It analyses the importance of communicating with families. The chapter deals with the use of a personal toolkit to help support children’s practice. It explores the use of models and power in engaging families in the relationship.
