ABSTRACT
This chapter looks at the policy context which directly relates to the increased focus on pupil and parent collaboration within the area of special educational needs. It considers the benefits that an increased collaboration can bring, for children, young people, their families, as well as for teachers and the inclusive ethos within the school. The chapter examines the potential barriers which may adversely impact on the development of relationships with pupils and parents, before looking at ways in which pupil and parents can be supported, through increased collaboration and advocacy, at both a whole-school and individual level. It explores the idea of developing relationships in the broadest sense. The chapter outlines the aspects of working with pupils and working with parents separately, with strategies listed under whole-school and individual approaches. There are many arguments as to the importance of developing effective working relationships with pupils. Perhaps central to this relationship is the development of pupil voice within the school setting.
