Margaret Rayner :
margaret@talland38.fsnet.co.uk
Chris
Goodwin-King : chris.goodwin-king@herts.cc.uk
Pat
Chick : lpp@lancashireparentpartnership.org.uk
Christine Such : chris@suchet.freeserve.co.uk
Parent-Professional Partnership in Special Educational Needs: What does it all mean?
The presentation will start by considering two ways in which we can frame discussion around the development of parent-professional partnership in special educational needs based on:
These will provide a reference point for looking at how the different models of partnership have evolved, and are continuing to evolve. Dale (1996:12) identifies that there is no single or fixed definition of parent-professional partnership. In theory, and in practice, definitions emerge and their evolution is dynamic and framed by 'changing social-political and organisational conditions'. Taylor et al (1997:163) echo the notion of change and suggest that policies acquire particular form during implementation 'as people debate their meaning and significance and trail ideas'.
Organisational Environment
Hughes and Lewis (1998) describe how new forms of organisation in social welfare have emerged in the UK since the 1980s to the present. A more market-based provision of welfare has evolved based on New Right ideology which promotes individualism, and the application of private market principles within state welfare. There has been a shift away from service-led provision to a needs-led service with greater emphasis on efficiency and user participation. In state education parents have been given a greater say in the management of schools, and to a limited extent freedom over which school to select for their children (Daniel and Ivatts, 1998).
Current policies on special educational needs in the UK have required that schools should have effective arrangements for managing children with special educational needs (Waller and Waller, 1998: 23). The 1996 Education Act for England and Wales consolidated previous reforms for children with special educational needs including procedures for assessing 'needs', specifying resources and a new tribunal system to hear appeals against formal assessment procedures. Improving the links between home and school, and working in partnership with parents, has been encouraged as a positive way of managing the situation in the best interests of the child (Booth et al, 1997). Parent-partnership has been promoted to enhance information, advice and support services, and reduce conflict and the number of special educational needs appeals (Wolfendale and Cook, 1997). Wolfendale (1999) has noted how past research on the theme of parental involvement has been linked to its promotion by government. There is, she argues, a fit between research findings which show how parents can become more active, and perhaps more effective, both as 'tutors' and as consumers, with government ideology which supports parental involvement.
The promotion of a consumerist culture within social welfare encourages user participation and this can be linked to the idea of the parent as consumer (Pinkney, 2000). Parents are encouraged to represent their own and their children's needs, and by becoming active influence outcomes. Models of parent-partnership based on the parent as consumer emphasise how the parent can have a greater sense of involvement, and even control, in the management and delivery of services (Appleton and Minchom, 1991 cited in Dale, 1996). Parents are thus seen as active participants engaged in the process of defining needs, and wants, and through this able to challenge and make choices.
The language of consumerism is all pervasive and fits within a changing paradigm of state welfare organisation promoted by the New Right (Hughes and Lewis, 1998). But there are limitations to the power of the individual consumer. Dale (1996:23) for example, has shown how parents (and professionals) exercise limited 'resources power'. So 'choice' can become a hollow request when there are no finances or resources to make the 'purchase' a reality. In the educational marketplace there is further evidence to show how children with special educational needs have become further disadvantaged in mainstream schooling (Ball et al, 1994, cited in Daniel and Ivatts, 1998). Gerwirtz (2000) describes how students who are not perceived as offering value because of finance or ability, as measured by exam performance, are marginalised and devalued.
Williams (2000:349) suggests that the new managerialism within welfare has ushered in policies and practices which require consultation with user groups, and with this access to a variety of expert knowledge. Evidence presented by Wolfendale and Cook (1997) on parent-partnership shows how it has the potential to generate power sharing and with this empowerment. The study found that 'those parents who have availed themselves of the support on offer perceive the key post of PPO (parent partnership officer) to be a positive source of information, support and reassurance' (Wolfendale and Cook 1997: iii). A model of parent-partnership based on empowerment offers a similarly active view of parents engaged in the process of service delivery as the consumerist perspective.
Social Relations of Welfare
The concept of negotiation employed by Dale (1996) moves the analysis of parent-partnership closer to an analysis of the relationships entered into by parents and professionals. Lewis (2000:16) notes the 'complex negotiations that have to be entered into by individuals and groups if supportive and respectful relationships are to occur'. Within social policy there is a recognition that attention needs to be given to understanding these social relations of welfare (Hoggett, 2000: Lewis, 2000;Newman, 1998; Williams, 2000). There is an emotional component to these relationships which is overlain by organisational and power constraints which affect the quality of the interactions. Past studies have confirmed the isolation of parents as carers (Furneaux, 1988) and revealed their sense of tiredness and anger (Thomas and Swan, 1982). Professionals have been described as distant, and cast as agents of dominance and control over service users. The change in the organisational environment has also created what Hoggett (2000: 147) describes as 'conflictual interdependence' between the professional and the service user, and the growth of managerialism shifted the dynamics. In parent-partnership schemes emphasis is placed on the quality of inter-personal skills to create meaningful relations between the parent and the professional (Dale, 1996; Wolfendale and Cook, 1997). These emotions and their meanings have been considered within a psychoanalytical approach which is now beginning to be critically examined in the context of social relations of welfare (Lewis, 2000). Because the emphasis is on inter-personal relationships it may offer insights into how we can re-examine the evolving dynamic of parent-professional partnership. But that analysis would still need to position how the process of marginalisation of children with special educational needs continues to devalue their position within education.
References
Bendelow, G. and Williams, S. (1998) Emotions in Social Life London,
Routledge
Booth, T., Simmons, K. and Wearmouth, J. (1997) How Should We
React to Government Policies? Responding to the Code of Practice Milton Keynes,
Open University
Dale, N. (1996) Working With Families of Children With
Special Needs London, Routledge
Daniel, P. and Ivatts, J. (1998) Children
and Social Policy Basingstoke, Macmillan
Furneaux, B. (1988) Special
Parents Milton Keynes, Open University Press
Gewirtz, S. (2000) 'Social
Justice, New Labour and School Reform' in Lewis, G., Gewirtz, S. and Clarke, J.
(2000) ed Rethinking Social Policy London, Sage/Open University
Hoggett, P.
(2000) 'Social Policy and the Emotions' in Lewis, G., Gewirtz, S. and Clarke,
J. (2000) ed Rethinking Social Policy London, Sage/Open University
Hughes,
G. and Lewis, G. (1998) Unsettling Welfare: the Reconstruction of Social Policy
London, Routledge/Open University
Pinkney, S. (2000) 'Children as Welfare
subjects in Restructured Social Policy' in Lewis, G., Gewirtz, S. and Clarke,
J. (2000) ed Rethinking Social Policy London, Sage/Open University
Taylor,
S., Rizvi, F., Lingard, B. and Henry, M. (1997) Educational Policy and the
Politics of Change London, Routledge
Thomas, D. and Swann, W. (1982) Family
Views Milton Keynes, Open University Press
Waller, H. and Waller, J. (1998)
Linking Home and School London, David Fulton Publications
Williams, F.
(2000) 'Principles of Recognition and Respect in Welfare' in Lewis, G.,
Gewirtz, S. and Clarke, J. (2000) ed Rethinking Social Policy London, Sage/Open
University
Wolfendale, S. (1992) Empowering Parents and Teachers Working
for Children London, Cassell
Wolfendale, S. and Cook, G. (1997) Evaluation
of Special Educational Needs Parent Partnership Schemes London, Department for
Education and Employment
Wolfendale, S. (1999) 'Parents as Partners' in
research and evaluation: methodological and ethical issues and solutions' in
British Journal of Special Education Vol. 26, No. 3. September
LANCASHIRE PARENT PARTNERSHIP
An Information Service for the Parents of Children with Special Educational Needs
"Including the Excluded" Congress Manchester 2000
For many parents of children with special educational needs, receiving the "news" that their child is going to have additional difficulties in life is a traumatic experience.
Research shows that the range of feelings experienced by these parents is similar. It is not dependent on their own educational background or social status, the degree of difficulty or disability their child may have or on the age of their child when they receive the "news".
Parents of children with Special Educational Needs describe feelings of confusion and isolation when confronted with the language and systems of the world of Special Needs. This is particularly true for those parents who have literacy difficulties themselves or for whom English is not their first language. All seem to experience a phase of bereavement and at various times to have feelings of sadness, anger and guilt. It is often the case that the parents' own needs and feelings get put to one side when faced with the immediate need to ensure support for their child.
Parents are often involved in a seemingly endless round of meetings and appointments to get diagnosis, assessment and provision for their child. This may involve professionals from a range of services, including both medical and educational, each with their own particular language of jargon. Parents are encouraged to be "partners " in supporting their child, but often feel excluded from both the discussions about their child and also the decision making processes.
Lancashire Parent Partnership is an independent service, funded jointly by the Department for Education and Employment and the Local Education Authorities of Lancashire, Blackburn with Darwen and Blackpool. We acknowledge that parents are as varied as their children and need a whole variety of support services available. These range from information leaflets, audio cassettes, books and videos; contacts with local support groups; individual support at meetings and conciliation services.
The Parent Partnership runs a Telephone Helpline and produces parent-friendly information and a video, "A Special Partnership" (available in 5 language formats). The service also runs an accredited training course for Named Persons (Independent Parental Supporters). These volunteers are available to give parents both emotional and practical support at all levels of their child's educational assessment. We also run training for professionals to encourage better communication between themselves and parents and have direct input into many policy making committees. Members of the Partnership team act as conciliators in particularly difficult situations between parents and the Local Educational Authority.
We are currently developing resource packs for schools and pre-school providers and beginning to work more proactively in community based facilities with families who have previously often been socially excluded or marginalised. This will include families for whom English is not their first language and those who have special needs themselves.
HERTFORDSHIRE NASEN PARENT SURVEY 1997
As the Parent Partnership Co-ordinator (SEN) for Hertfordshire, and a committee member of the local NASEN branch, I am in contact with parents of children with special educational needs who live within the county.
As a branch of NASEN we took the decision to send a survey to parents and carers of children with special educational needs. We did this by including a questionnaire with the termly Parent Partnership Newsletter in the autumn of 1996. This research replicated an earlier survey completed following a national NASEN Conference in 1995 entitled 'Working Together'. Brenda Loveday, SEN Advisory Teacher, Margaret Rayner, recently retired SENCO and I undertook the research.
5,000 newsletters were mailed to homes throughout Hertfordshire, 116 questionnaires were returned. The authors of the report acknowledge that this is a very small sample and in research terms does not ensure a secure representative result, however our experience in three different disciplines within the education field suggest that the results are a typical example of parent views and therefore worthwhile considering.
We posed seven questions, which focussed on concerns, information, guidance and elements of effective partnership.
From the responses common themes emerged and eventually we grouped our answers into three categories:
| A. Issues for parents | B. Issues for professionals | C. Issues for NASEN |
A. Issues for parents
A i) The future
Concerns were expressed about transition into adult
life, both in terms of academic achievement and relating this to gaining
employment, whilst being mindful of the life skills required for independent
living.
A ii) Meeting needs
Respondents wanted to be sure they knew what to
do to help their child achieve whilst being confident that they were 'doing
enough' in the role of parent or carer. They also saw it as part of the role to
ensure the statutory agencies involved were working together for the best
outcome.
A iii) Local provision
There is a tension in this section. Local
provision is sought but there is recognition that specialist support may only
be available in schools further afield.
A iv) Information
Respondents wanted information about schools, what
happened in schools on a day to day basis. In addition there were those who
wanted to know how to help their child at home. Some suggested that meeting
other parents at support groups was a good method of acquiring information.
A v) Guidance and support
A 'listening ear' in the form of a
befriender was a popular idea with career guidance being specifically
mentioned.
B. Issues for professionals
B i) Communication
Respondents who thought that all aspects of
effective communication were essential overwhelmed us. From professionals
listening to parents through to easily accessed jargon free written
information.
B ii) Honesty
Regular contact with school and an honest appraisal of
the child's needs and successes was cited as important
B iii) Mutual respect and trust
Respondents felt that the greater
their awareness of parental rights the greater the need for professionals to
adopt a partnership approach and not to hear criticism when parents are only
seeking clarification.
B iv) Knowledge of the child by professionals
Understanding
emotional and medical needs not just academic achievement was seen as
important. This was felt keenly at transition points, where parents often felt
they had to start all over again when new professionals came on the scene.
C. Issues for NASEN
C i) Support, Information and Advice
Respondents wanted a network of advice while some cited a helpline staffed by a knowledgeable person who would listen to them. Several respondents suggested training in homework techniques would be of benefit in enabling them to help children at home.
Respondents believed that NASEN had not done enough to promote itself to parents and others who do not work in schools. It was suggested that if parents were able to access the local branch it could do a lot to demystify the special educational needs process and procedures.
Major themes emerging from the data
PARENT PERSPECTIVE OF PARENT PROFESSIONAL PARTNERSHIP
This analysis is based on my research for my Doctorate.
Why I undertook this research
The work sprung from a feeling that parents' views were not always given full credit. During my teaching career I often gained the impression from parents that they felt professionals did not fully listen to them or appeared not to be bothered with them. Parents still say things like 'she doesn't seem as if she can be bothered' 'she is very good on the paper work and legal bit but people and the job - she fails to succeed because she doesn't care'.
How I went about finding out
I interview 13 parents from 5 different schools: one school is in a village; three schools are in differing parts of two towns; one school is in small market town. All the schools are located within the same division of one County. For my thesis I also interviewed professionals and consulted nation, county and school documentation but this paper reflects only parental views.
I have drawn on information from these interviews to illustrate parent's views on partnership with professionals.
Parents perspective of professionals attitudes
Being a parent involves one in many emotions, having a child with special needs makes a much greater call on ones emotions.
Professionals were seen as:
· having an abrupt or curt manner when dealing with parents
One parent said 'he needs to improve his bedside manner I was told 'she
has no sight in the left eye make sure she doesn't injure the other one', and
'there could be complications she could be severely handicapped'
Another
was told 'I think he'll hold down a job' which was said with no compassion and
left her feeling desperate
There was one head who said they didn't have
special needs in that school and another whose attitude showed straight away -
I couldn't send him to either of those.
· giving the impression that they couldn't be bothered
Parents cited Professionals who didn't have their diary so couldn't make
appointments They spoke of having to fight for what they wanted for their child
There was the time when two ladies came and were full of ideas - like a
breath of fresh air - but they didn't follow it up and send the report - I felt
let down
· not necessarily having respect for parents, criticising them as
parents
Parents spoke of being made to feel guilty as if it was their
parenting skills which had brought on the problem one said 'when I am doing the
my best'
· not taking parents seriously enough; using stalling techniques
to delay action
Two parents identified problems within the first days of
birth and were told they were 'too sensitive'. Others were told that 'boys
develop more slowly than girls'
'you are a pedantic mother'.
· not making parents fully aware of who they were or what their
role was
Parents spoke of meetings where they didn't know who the people
in the room were 'although it was obvious they were going to have an input into
my child's future '
· having a reluctance to attend meetings
Parents spoke of
professionals sending reports but not attending review meetings and of reports
written by people they had never heard of, which they saw as lack of interest.
· not talking to each other
Many parents spoke of having
to repeat the same thing to a succession of professionals and questioned 'do
they talk to each other?' 'How can they make decisions unless they talk to each
other?' 'Professionals need to get it right between themselves before they can
hope to have a partnership with parents'.
Parents define partnership as
Working together for a common aim
Someone to talk to share the load
with, obtain correct information
Working together for the same objectives
but coming from different sides
Someone who is able to see the whole
picture
Parents think it fails because
It is not balanced the parent and the professionals have different hats
Nobody knows my son - it's all on paper
Professionals don't talk to
each other
Money is an issue when it shouldn't be
Parents feel partnership could be improved by
Professionals improving their manner when dealing with parents
Professionals showing more concern '
Being more human - 'the ones
that stick out are the ones who are human, who give you some sort of support'
Being more personal
Not writing in technical language
Being
there to help when needed
Parents expressed feelings of
Quilt - Guilt that it may be their fault 'Did I eat wrongly when I was pregnant? 'what did I do wrong?'; of being made to feel guilty by professionals; feeling guilty that 'It seems wrong not to be able to say he's coming on a treat because they will cut the money'.
Frustration - with the time it takes to get help 'he was three when we started asking for a statement and five when we got it' 'Why does it all take so long?', ' they said he needed speech therapy but he couldn't have it until he was three','I spent hours on the phone'; with having to fight to get help; with 'having to fight our principles in order to spend all all this money on things which he should get' which in turn made the parent angry and guilty; with the turnover of staff 'I never saw the same doctor twice' 'I get frustrated at the lack of continuity in the speech therapy'.
Anxiety - particularly about the future 'I'm desperately worried about next year in case he doesn't get help' 'It is one of the most worrying times I have had.'.
Concern - mainly about getting the right school and the right help
What is the answer?
If parents have these strong feelings, guilt, frustration, anxiety and
concern and have the perceptions of professionals as shown above how can we
achieve partnership?
As one parent said 'human beings are very complex
beings', and that applies to both sides of the partnership.
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