ABSTRACT
Much has been written about parent–school relationships and partnerships in special education, but there is less research about how to maintain these relationships in the face of conflict. In this chapter the authors review the history and progression of special education conflict resolution as well as recent trends in due process hearings. Factors that contribute to and reduce conflict are identified, including the need for careful attention to shared decision-making during Individualized Education Program (IEP) meetings. The authors emphasize the need for listening, ensuring open communication, and facilitating trusting relationships to prevent conflict and to foster the early resolution of conflicts.
