Partnerships

It is important therefore that all those involved in any partnership fully understand what this really means and involves. Mordaunt (2001: 131) constructed a model called ‘the Web’, based on the proposed SEN Code of Practice (DfEE, 2000) (Figure 1) to demonstrate ‘a more developed understanding of partnership, one which depends on the interconnected policies of all the players involved in the procedures and implies a greater sense of equality between all players’.

The SEN Code of Practice (DfES, 2001: 4,1:7) adds a further dimension to the idea of partnership. In the section entitled ‘Strategic Planning Partnerships’ it says:

Meeting the needs of children and young people with SEN successfully requires partnerships between all those involved LEAs, schools, parents, pupils, health and social services and other agencies. Partnerships can only work when there is a clear understanding of the respective aims, roles and responsibilities of the partners and the nature of their relationships, which in turn depends on clarity of information, good communication and transparent policies.

Understanding the roles and responsibilities of the partners and the nature of the relationships is of paramount importance if the risk of feelings of anxiety and hostility, as well as ineffectual interventions, is to be greatly reduced. Wall (2003: 71) agrees with these warnings: ‘Sometimes confusions arise or misconceptions exist because of a lack of coordination and collaboration which can compound a child’s difficulties.’