ABSTRACT
It was also important to be flexible and work around times when both parents could come into school for each session. The school had to go the 'extra mile' and demonstrate explicitly that they were willing to 'accommodate' and support the parents if they would reciprocate and actually turn up and 'make a go of it'. Parents want to feel trusted but find it difficult like their children to divulge how they feel and how they 'parent' in case they are 'misjudged' or even 'ill-judged' rather than 'listened to'. The emotional well-being journey has been partly cathartic and a bit of an emotional marathon at times, given this often complex, sensitive, contentious and in some instances, divisive area of special educational needs and disabilities. In the little world in which children have their existence, whosoever brings them up, there is nothing so finely perceived and so finely felt as injustice.
