Abstract
Parent Partnership is a cornerstone of Scottish government policy and guidance on good practice in SEN. It is viewed as the mechanism for ensuring that all parents can exercise their legal rights and responsibilities regarding the education and welfare of their children. The first part of the paper will explore the extent to which support services are responsive to racial, ethnic, cultural and linguistic differences. In particular, it will offer black/minority ethnic parents a rare opportunity to have their voices heard by drawing on qualitative case-study research which has been conducted as part of a black-led voluntary advocacy project [*MELDI]. What is the impact on families of having a disabled member? What are the systemic barriers which they encounter in accessing equitable services? How do they wish to have their voices represented in policy? What does MELDI do to support parents in their interactions with schools and professionals?
The second part will describe three innovation schemes which MELDI is developing: (i) the bicultural mentor; (ii) the befriender; (iii) a multimedia training package for empowering parents/bicultural mentors. It will conclude by looking at their implications for the development of racially inclusive public services.
*Minority Ethnic Learning Disabilities Initiative
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