ABSTRACT
This chapter considers the processes of partnership, their reality in relation to children and young people who are physically disabled and the ways that positive examples can overcome some of the barriers to collaboration and growth. It is a bit of a truism to say that partnerships are involved in the education of children and young people who are disabled. The quality of education experienced by a young person is directly related to the quality of the in-school partnerships that are formed and sustained. Most of the changes in education, health and social services that have taken place over the last ten years have been imposed by legislation and then 'sold' by narrow inductive training programmes. Partnership is a term that also includes the overall emotional and social growth and development of a group of two or more people.
