ABSTRACT
This chapter aims to describe the extent of the involvement of the parents of the forty study population children, in the processes of referral and assessment of their children. It examines previous research on the parents of children in special education, and notes the extent of statutory and non-statutory advice and comment as to how far parents 'ought' to be involved in the process. The chapter describes some of the characteristics of the study population parents, before considering their actual involvement and consultation by means of an analysis of the schedule used in the research to interview the parents. The sections on the handicapped pupils forms referring to parents indicate a minimum of parental involvement with little suggestion that parents may be caring and responsible people, or that their citizenship rights in a statutory situation should be explained to them. Parents appear to be regarded as objects of possible hindrance in the operation of smooth bureaucratic procedures.
