Developing Partnership with Parents in Special Schools: Parental Perspectives from Northern Ireland

Autor/inn/en	Dobbins, Michael; Abbott, Lesley
Titel	Developing Partnership with Parents in Special Schools: Parental Perspectives from Northern Ireland
Quelle	In: Journal of Research in Special Educational Needs, 10 (2010) 1, S.23-30 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
Schlagwörter	Special Schools; Partnerships in Education; Foreign Countries; Parent School Relationship; Parent Participation; Educational History; Parent Attitudes; Special Needs Students; Parent Teacher Cooperation; Cooperative Planning; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Special school; Sonderschule; Hochschulpartnerschaft; Ausland; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternmitwirkung; History of education; Bildungsgeschichte; Elternverhalten; Sonderpädagogischer Förderbedarf; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	From the 1960s, the development of home-school relationships in special schools has become increasingly important, culminating in the current official understanding of parents as partners. This paper traces the development of the relationship, setting out the challenges to partnership development from professional perspectives within education. A professionally located investigation was undertaken into parental experiences and perspectives to identify factors inhibiting and promoting effective partnerships. Using a mixed-methods approach, the views were explored of parents with children attending a special school in Northern Ireland. Findings strongly indicated the need for educators to pursue and engage with the views of parents, and to recognise the emotional context of these relationships at an interpersonal and organisational level, so that home-school relations can be realigned to support partnership. Implications are set out that will be instrumental in achieving this reconfiguration between the current official understanding of parents as equal partners and actual practice in some schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10