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1.
ABSTRACT

While parents' role in schools has attracted growing attention in educational research, very few researchers have directed any interest to the role of parents in special education. In this paper, we focus upon the concept of partnership, relating our analyses of interviews with classroom teachers and parents to the notion of partnership as described and explored by different researchers. Our main focus is on how teachers describe and perceive their relation to parents, and how parents experience their relation to the school. Our analysis shows that the relationship between teachers and parents seems to contain some other features than those reflected in the existing literature on parents’ role in education. To extract some of these features based on our data, we construct two roles: parents as ‘implementers’ and parents as ‘clients’, which we believe better captures the distinctive feature of the role of parents in special education. ‘Implementer’ implies parents being given responsibility for following up aims and measures set by the school, with very little possibility to influence how things are being done. ‘Clients’ occur when teachers see parents as part of their child's problem. Both roles place parents in a subordinate and powerless relationship with the school, as a result of a strong inequality of power between parents and schools. This inequality is caused, among other factors, by the socially defined power relationship between laypersons and professionals, and the stigma attached to special education which restrains parents from forming any collective resistance.  相似文献   

2.
Abstract

The management by local education authorities (LEAs) of provision for special educational needs has long proved problematical, especially in mainstream schools. In the period following the 1981 Education Act, many LEAs sought to develop a ‘continuum of provision’ by the central direction of resources into the mainstream, but with limited success. In the wake of the 1988 Education Act, LEAs will need to pursue a more collaborative approach to the development of special needs policy. Examples of such approaches are studied and a model of an interactive relationship between schools and LEAs is proposed. Finally, the implications for LEA support services are discussed together with suggestions of a distinctive role for institutions of higher education.  相似文献   

3.
《Support for Learning》2004,19(2):71-76
In this lively account of a special school's involvement with the government‐funded Creative Partnership programme, Maria Balshaw provides a helpful overview of that programme and demonstrates the exciting potential for inclusive practice when schools work in partnership with creative professionals.  相似文献   

4.
Gender variance confronts widely held assumptions that children born as males will act like ‘boys’ and children born as females will act like ‘girls’. This imposed binary has the effect of perpetuating negativity towards people who express themselves with gendered variations in attire, behaviour or preferences. Despite the existence of gender-variant individuals in every culture and throughout time, many people are unaware that diversity in gender expression and sexual formation is a naturally occurring phenomenon. This qualitative study aimed to establish the needs of gender-variant children and their parents in order to inform education programmes, policies and clinical approaches to gender variance. Three Internet surveys were conducted to explore the experiences of parents raising gender-variant children, the childhood experiences of transgender adults and the views of professionals who work with the transgender community. The needs of gender-variant children emerged in terms of the need for information, peer contact, personal gender expression, safety, and to be heard and accepted by their parents. The most common needs for parents were for information (stories from other parents, research and guidelines; peer support) and educational resources for schools, professionals and local communities. The paper provides comparisons between the three participant groups and recommendations for future research.  相似文献   

5.
This paper argues that ‘partnership’ is an essential part of the marketization of education. Whilst the market fragments and promotes individualism, ‘partnership’ promotes involvement, commitment and responsibility. It is, though, an involvement, commitment and responsibility based on individual vested interest; a necessary prerequisite to protect one's ‘investment’. In harnessing this, control upon the individual is exerted. ‘Partnership’ is presented here as double‐edged for both parents and teachers. Whilst parents may call teachers to account, ‘partnership’ acts as a form of control upon parents. Employing ‘surveillance’ as a conceptual framework, the nature and purpose of ‘partnership’, together with its management by teachers, is discussed. The paper argues that partnership serves as a device for monitoring parents and engendering what Foucault describes as ‘disciplinary power’ which is ensuring that parents learn to be ‘good’ parents as defined by the teachers and adopt a set of values that match those of the school.  相似文献   

6.
The Coalition Government's ‘Green Paper’ (DfE 2011) proposes a systemic overhaul of services for pupils with special educational needs in England, with increased parental choice of provision and ‘sharper accountability’ (p. 67) in schools. Deadlines for various stages of this reform have not been met, and its final nature remains uncertain. This paper reveals SENCOs' insights into their changing role in this turbulent policy context. This is achieved through the thematic analysis of 227 responses to an ‘open‐ended’ question in the national Special Educational Needs Coordinator (SENCO) Survey 2012. Findings from this sample indicate that SENCOs predict that schools in England will become more inclusive, with greater shared responsibility for achievement for all, and SENCOs' increased involvement in staff training and other whole school capacity‐building activities. Respondents predict a greater partnership with parents, for whom they will provide advice and links to other services. They foresee their reduced involvement in direct teaching and an intensification of their work in other ways, especially in terms of paperwork associated with pupil tracking and other accountability measures. These changes are anticipated against a backdrop of resource cuts, requiring SENCOs to show increasing self‐reliance and imagination.  相似文献   

7.
This small‐scale qualitative study examines professional and parental perspectives of dyslexia within international schools located in Bangkok. The views of participants indicated that there is a need for a greater awareness of ‘dyslexia‐friendly’ approaches in these settings and a lack of resources to support the identification and teaching of individuals having specific needs. The findings also indicated that the collaboration between parents and professionals was central to what could be identified as ‘good practice’ and that the identification of difficulties alone, without the acknowledgement of an individual's strengths, could be detrimental. Opportunities for continuing professional development are highlighted as central to the needs of professionals working within this region.  相似文献   

8.
Parent governors, in a series of structured interviews, expressed a distinct preference for advisory governing bodies of schools. They believed these should be rooted in the school and firmly rejected any use of such bodies for perceived party political purposes. Their preference was for informal ‘training’ and information passing and gathering. They were most concerned with questions involving pupils, other parents and teachers. LEA representative governors were welcome if they were seen to ‘have the interests of the school at heart’, but highly suspect if they were felt to be ‘party hacks’. The main function of parent governors (and governing bodies in general) was seen to be backing the headteacher and staff. A belief in a governing body with about one quarter parental representation emerged strongly from the interviews.  相似文献   

9.
Abstract

The paper describes the setting up and implementation of an initiative in social education in Dudley, jointly supported by Dudley LEA and The Social Morality Council. The programme developed out of earlier work in the authority including the production of a syllabus in social education for 13‐18 year olds and was in direct response to the perceived needs of schools. Work was undertaken in several schools with a special emphasis on establishing links between schools, the community and employers and was monitored by surveying the views of parents, pupils, teachers and employers. The report describes the development of the role of advisory teacher, of involvement of various external agencies, the production of resource materials and summarizes the evaluators’ key ‘findings’ resulting from the project. This information, it is hoped, may be of interest to other schools and LEAs which may be considering a social education programme.  相似文献   

10.
Schools are required to develop policies and practices in line with the principles of both partnership with parents and pupil participation. However, there is increasing recognition of the potential tensions that may exist between these two principles. This paper reports on a study that aimed to explore the question of how schools might develop their home–school relationships in ways that enhance rather than constrain pupil participation. It focuses on the perspectives of children aged 6 to 16 years (with and without special educational needs), parents and teachers concerning children's involvement in decision-making at home and at school, and their participation within the home–school relationship. The findings highlight the need for schools to develop a coherent view of what active participation means for children and a vocabulary to communicate about this not only with pupils and staff across the whole school, but also with parents. They demonstrate that there is scope for two-way support between parents and teachers in relation to the promotion of children's involvement in decision-making both at home and at school. Further, they illustrate the complex and evolving three-way partnership between parent–child–teacher that is central to the home–school relationship. While it is acknowledged that children may rightly wish to keep a distance between aspects of home and school life, it is argued that there is a need for schools to give explicit consideration to the place of pupil participation within the home–school relationship.  相似文献   

11.
Increased interest in the specialized needs of students with severe developmental disabilities has resulted in a doser examination of the service delivery system. The complex nature of services required by this population often necessitates a larger network of professionals to assist the client and his or her family. As a result of specialized requirements, the need for consultation may be increased and modification of practices may be needed. This article surveys some of the issues involved in the consultation process. Emphasis is placed on the special partnership that is required in order to provide effective services.  相似文献   

12.
Tony Lingard is special educational needs co-ordinator (SENCo) in a large comprehensive secondary school. He believes that the requirements of the Code of Practice detract from his capacity to support pupils with special educational needs. Anticipating the introduction of a revised, but still significant, bureaucratic burden in the new Code, he reports his use of a questionnaire to gather the views of other secondary SENCos in his LEA. The results are challenging but compelling. Do individual education plans (IEPs) help subject teachers to address individual pupils' special educational needs? Do targets help pupils and parents to engage with priorities for learning? Would whole-school strategies for meeting special educational needs be more effective, efficient and inclusive than the current individualised system? Tony Lingard's article will prompt reflection in schools around the country as SENCos await the launch of the revised Code.  相似文献   

13.
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14.
有限合伙作为合伙的一种特殊形式,以其独有的社会价值和法律价值引起了社会的关注,有限合伙制度对于我国目前的经济发展能够起到一定的促进作用。目前我国合伙制度的立法现状及国内各地对有限合伙制度立法的尝试都充分表明在我国建立有限合伙制度的必要性和可能性。针对我国各地在有限合伙立法方面的努力和相关司法实践中出现的问题,应积极应对,以建立符合我国现状的有限合伙立法模式。  相似文献   

15.
This book is the first publication in the fifth series of seminars organised by the SEN Policy Options Steering Group to examine policy issues to do with special educational needs. The aim of the seminar was to examine in depth several underlying issues raised by the recent Audit Commission Reports on special educational needs. The seminar provided a distinctive perspective and analysis of these reports. The focus was on (1) assurance for parents: alternatives to statements? (2) justifying common national definitions of difficulties and SEN and (3) managing inclusion. Papers were presented by: Peter Gray, SEN Policy Consultant, on common national definitions of difficulties and SEN; Penny Richardson from Nottinghamshire Local Education Authority (LEA) on assurance for parents: alternatives to statements? and Chris Beek from Capita Strategic Education Services on managing inclusion. The main purpose of this publication is to provide policy makers at all levels of the education system with an examination of relevant and practical policy options in the field of special educational needs. The book raises crucial issues and outlines ways forward.  相似文献   

16.
The aim of this study is to review literature about parents’ attitudes towards inclusive education. Special attention is paid to parents’ attitudes and to the effect of these on the social participation of children with special needs in regular schools. A review of the literature resulted in 10 studies showing that the majority of parents hold positive attitudes. However, parents of children with special needs reported various concerns, including the availability of services in regular schools and individualised instruction. Several variables were found which relate to parents’ attitudes, such as social‐economic status, education level, experience with inclusion and type of disability. No studies examined the effects of parental attitudes on the social participation of children with special needs. The importance of positive parental attitudes is elaborated in the discussion.  相似文献   

17.
For children with special educational needs, seeds were sown for the move away from segregated settings to inclusion in mainstream settings following the 1978 Warnock Report. However, the ‘special versus mainstream school’ debate was re‐ignited in 2005 when Warnock recommended a more significant role for special schools than previously envisaged. Furthermore, an increase in special school placement has been reported, prompting this investigation of the role of special schools in the current climate of inclusion. Literature from Britain, Europe and New Zealand, including research that listens to ‘the voice of the child’, which compares experiences of children with special educational needs in special and mainstream schools, is reviewed. The findings give no clear indication that either setting leads to better outcomes. Tensions between the inclusion agenda and standards agenda are highlighted. It is concluded that special schools in reduced numbers are likely to remain a feature of the inclusive education system, with recommendations for the development of special–mainstream school partnership links. The quality of the setting, regardless of the type of setting, is emphasised, highlighting implications for staff training in special and mainstream schools. Further research comparing outcomes for children educated in different types of provision is recommended.  相似文献   

18.
This article draws together findings from expert evidence and empirical studies to identify the preconditions for developing inclusive learning environments for young children on the autism spectrum. It concludes that in order to develop ‘best practice’, practitioners need to adapt interventions to the unique needs of the individual child, work in partnership with parents and other professionals, create enabling environments and be informed by a developmental approach to learning. Practitioners need to have knowledge of the autism spectrum and how it impacts on the child. Careful assessment of the individual child is also crucial. Finally, it is important to ensure that these young children receive direct teaching in communication and language, social understanding and skills, as well as learning with and through peers.  相似文献   

19.
With the increasing prevalence of autism spectrum disorder (ASD), clinicians and schools are receiving a larger number of assessment referrals for eligibility or diagnostic clarification of ASD in children who are deaf and hard of hearing (D/HH). Meeting this increasing demand is often difficult given not all assessment professionals seek specialized ASD training and even fewer have experience working with D/HH children. Therefore, families are disadvantaged because of the lack of assessment professionals who specialize in both these areas. School psychologists without such experience are at-risk for misinterpreting or missing key diagnostic information. This study explored the assessment experiences of four families of D/HH children who have ASD. Hearing parents’ and D/HH parents’ perspectives were gathered to explore the family needs. An open-ended survey asked parents to recall the assessment techniques utilized during the process and relate how their child's language skills were accounted for by the clinician. Parent responses revealed interpreters were utilized for various reasons unique to each family. Families expressed difficulty finding ASD specialists who had experience working with D/HH children. This study highlights the importance of selecting a trained interpreter and emphasizes the need of more professionals who have experience assessing ASD in D/HH children.  相似文献   

20.
论特殊需要儿童家庭与专业人员合作的几个核心问题   总被引：2，自引：0，他引：2  
融合教育的教育理念,对特殊需要儿童的家庭教育产生了深远影响。随着融合教育实践的逐步深入,如今很多特殊教育专业人员都已经意识到能否建立和保持与家庭整体积极的合作伙伴关系是特殊需要儿童发展社会适应能力、获得学业成功以及教师实施个别化教育计划的关键。本文对家庭与特殊教育专业人员的合作做了历史回顾,阐述了在合作模式下家庭各成员和特殊教育专业人员的角色转变,为我国特殊教育者与家庭建立积极、平等的合作关系提出了三项策略。  相似文献   

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