Parental partnership

Parents have in the past been seen as the ‘partners’ without professional knowledge and therefore were expected to be merely willing to only listen and agree with the practitioners’ decisions. Fortunately, during the past decade, the value of the information parents have about their children is being treated as a vital element of any program or course of action. Parents are now considered to be an important link between schools and pupils. There are situations where, quite rightly, the parent takes on the role as the key worker for a pupil within an inter-agency support program.

Local Education Authorities or departments have particular duties to fulfil, to ensure that parents have access to partnership services. These services are particularly focused at providing information for those parents who have children with special educational needs. The Education Act of 1996 said that: ‘LEAs must take whatever steps they consider appropriate to make parent partnership services known to parents, head teachers, schools and others they consider appropriate’ (Section 332A(3)). The SEN Code of Practice, Toolkit (DfES, 2001a: 7, section 2) adds that: ‘LEAs must inform parents and schools in their area about the parent partnership service.’ These are very important, but it is the relationship between all parents and an individual school that is so imperative at times for all pupils. Schools have undoubtedly started to include parents more in aspects of their school day and activities, but how many actually ask a good proportion of their parents what they would like implemented to enable them to feel more confident and comfortable within the school environment? A simple question, but how many initiatives for parents do you know are introduced with perhaps only very little consultation, if any at all?

Time spent on establishing good methods of communication and working together on various tasks will improve relationships, trust and cooperation. As Beveridge comments:

The concept of partnership is based on the recognition that parents and teachers have complementary contributions to make to children’s education. Accordingly, it is central to the notion of partnership that schools should demonstrate that they not only listen to, but also value, parents’ perspectives. (1997: 56)

Again, Hurst (1997: 108) reinforces this view, emphasizing that professionals must not assume that they know what parents want so that they can feel valued partners with the professionals: ‘It is the awareness of parents’ needs and the willingness to be adaptable in developing ways of meeting these needs which are the most important.’

discussion

How does your educational setting involve and include ALL parents? What methods are used to find out how parents can play a greater role in the education their children receive?

مواضيع ذات صلة

Bilingual learners

Cultural issues and schools Conclusion

Asylum seekers

Travellers in Britain

Culture, language and learning

Aiming high: raising the achievement of minority ethnic pupils (2003)

The Race Amendment Act 2000

The Swann Report (1985)

The Bullock Report (1975)

Legislation and historical perspectives

Understanding culturally preferred teaching and learning initiatives

Training for educators