Enabling Partnership: Families and Schools
By redirecting our focus, we may enable partnership to become a reality once more. Many schools have established excellent working relationships with parents, gently nurtured over many years, but in the recent past our major efforts have been towards the implementation of the National Curriculum and the raft of legislation that has hit schools over the last decade. If we are truthful, has ‘working with parents’ been given sufficient in-depth attention in our policy, planning and practice? Only in the last two years has there been a resurgence of texts that discuss parents and their children with special educational needs (Dale, 1996; Gascoigne, 1995; Hornby, 1995; Mittler and Mittler, 1994).