ABSTRACT
In this chapter I look at positioning parents as allies in the new teacher’s project of advancing inclusion from an insider’s perspective, by exploring how relationships between parents and teachers can be understood from my point of view as a parent of two children with impairments. In the words of Clarke and Venables (2004), ‘an ally is somebody who understands that his or her role is to support somebody else’s struggle’. I reflect on my experiences as a parent seeking to work closely with teachers who are willing to see parents as allies. I also write from the viewpoint of a professional working with teachers on best practice in inclusive education, thus trying to weave together contrasting perspectives and agendas. I set out to suggest a theoretical approach to engagement with parents as an academic, and as a parent of disabled children I try to persuade you of its necessity. The approach I suggest, however, works to build productive and comfortable relationships with parents of all children at risk of, and at risk from, exclusion. It works as excellent practice for enhancing teaching and learning through closer relations with parents of any child, building on the notion that inclusive practice is good for everyone.
