Parents as Partners or Problems?

Moses, Diana; Croll, Paul

doi:10.1080/02674648766780061

Cited by 12 publications

(10 citation statements)

References 2 publications

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“…Apart from some important exceptions (such as Tomlinson, 1982;Davies and Davies, 1985;Moses and Croll, 1987;Hegarty, 1993;Tronvoll, 1995) the literature on the parent-teacher relation in special education is largely dominated by handbooks and practical manuals guiding parents or teachers in how to cooperate. Instead the literature on the parent-teacher relation in special education is largely dominated by handbooks and practical manuals guiding parents or teachers on how to cooperate.…”

Section: Introductionmentioning

confidence: 98%

The role of parents in special education: the notion of partnership revised

Fylling

Sandvin

1999

European Journal of Special Needs Education

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While parents' role in schools has attracted growing attention in educational research, very few researchers have directed any interest to the role of parents in special education. In this paper, we focus upon the concept of partnership, relating our analyses of interviews with classroom teachers and parents to the notion of partnership as described and explored by different researchers. Our main focus is on how teachers describe and perceive their relation to parents, and how parents experience their relation to the school. Our analysis shows that the relationship between teachers and parents seems to contain some other features than those reflected in the existing literature on parents' role in education. To extract some of these features based on our data, we construct two roles: parents as 'implementers' and parents as 'clients', which we believe better captures the distinctive feature of the role of parents in special education. 'Implementer' implies parents being given responsibility for following up aims and measures set by the school, with very little possibility to influence how things are being done. 'Clients' occur when teachers see parents as part of their child's problem. Both roles place parents in a subordinate and powerless relationship with the school, as a result of a strong inequality of power between parents and schools. This inequality is caused, among other factors, by the socially defined power relationship between laypersons and professionals, and the stigma attached to special education which restrains parents from forming any collective resistance.

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Section: Introductionmentioning

confidence: 98%

The role of parents in special education: the notion of partnership revised

Fylling

Sandvin

1999

European Journal of Special Needs Education

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“…In this paper I am concerned with the role of parents in the education of children with special educational needs and, more specifically, with the perspectives of teachers of children aged 7–11 (Key Stage 2) of their contacts with and perceptions of the parents of such children. The paper draws upon a recent, ESRC‐funded, large‐scale interview survey of teachers in mainstream primary schools in England (Croll & Moses, 2000), and also makes comparisons with a survey conducted in the same schools in 1981 (Croll & Moses, 1985; Moses & Croll, 1987).…”

Section: Introduction: Parents Of Children With Special Educational Nmentioning

confidence: 99%

“…Following the Warnock Report a publication from the National Council for Special Education, Partnership with Parents (Mittler & Mittler, 1982), set out the case for a genuine partnership which went beyond parental involvement and collaboration and involved ‘… parents and professionals working together on the basis of equality …’ (p.7). Diana Moses and I argued shortly after this that such a partnership would involve both a change in professional working practices and also a change in the attitudes of the many parents who were keen to defer to professional expertise (Moses & Croll, 1987). More recently the National Association for Special Educational Needs (NASEN), an organisation primarily for professionals in the field, has developed a policy (http://www.nasen.org.uk) on ‘Partnership with Parents’ and a Partnership with Parents Interest Group (Wolfendale, 1997a).…”

Section: Introduction: Parents Of Children With Special Educational Nmentioning

confidence: 99%

“…In an article based on research following the implementation of the 1981 Education Act, Moses and Croll (1987) described a new concern with parents, in both professional practice and in education legislation, similar in many respects although not as far developed as the current situation. They suggested that, although these aims and developments represented a positive advance in thinking about special educational needs, there were potential problems in their realisation.…”

Section: Introduction: Parents Of Children With Special Educational Nmentioning

confidence: 99%

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Teacher contact with parents of children with special educational needs: a comparison over two decades

Croll

2001

Research in Spec Educ Needs

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The paper addresses aspects of teacher contacts with the parents of children with special educational needs in the broader context of parent–teacher relations. Data are presented from a large‐scale survey of teachers of Key Stage 2 children (7–11‐year‐olds) in England in 1998 and are compared with data from a similar survey in 1981. Levels of consultation with parents have increased across the two surveys and it is very unusual for a teacher not to have had a meeting with a parent of a child with SEN during the current school year. There is a tendency for levels of contact with the parents of ethnic minority pupils to be lower than that for other pupils. There is also a markedly higher level of non‐contact in schools serving areas of poverty compared with more affluent schools. A tension is identified between an agenda of home–school partnership and a set of attributions for the causes of children's difficulties which locates these in deficiencies in the home. However, teachers in the later survey were less likely to identify the home as the source of problems than were teachers in 1981. The paper suggests that considerable progress has been made towards fulfilling the conditions for home–school partnership, but that there remain areas of concern.

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“…Creencia que no solo da cuenta de un relativo determinismo social, sino que además desconoce el peso de la individualidad del alumno en cuanto a su capacidad para constituirse, responsable y activamente, en sujeto susceptible de aprendizaje. La vinculación de origen o genealógica atributiva por parte del profesor para constituir a las variables familiares como principales responsables de las condiciones de educabilidad del alumno ya han sido constatadas por Román (2003), Moses y Croll (1987), Guttman (1982) y Labov (1969).…”

Section: íTemunclassified

Educabilidad, competencias e implicación parental: un análisis factorial de la escala percepción docente sobre familias en riesgo psicosocial

Garcés

2016

Rev. Investig. Psicol.

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Usando la escala “Percepción Docente sobre Familias en Situación de Riesgo Psicosocial” aplicada a 175 profesores en formación, se llevó a cabo un análisis factorial exploratorio (AFE). Con una varianza explicada de 43.9%, se devela la existencia de cuatro dimensiones: Competencia Parental Educativa, Rasgos de Personalidad Atribuidos, Percepción de Participación Parental y Atribución Genealógica. Existiría una imagen deteriorada por parte de los profesores respecto de los alumnos vulnerables y sus familias. Se les percibe a estos con bajas condiciones de educabilidad, personalidad conflictiva y desinterés por su proceso educativo que los hace altamente susceptibles al fracaso escolar. La familia se constituye en un factor explicativo de relevancia dado su bajo nivel de implicación educativa y escasas competencias parentales.

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Parents as Partners or Problems?

Cited by 12 publications

References 2 publications

The role of parents in special education: the notion of partnership revised

The role of parents in special education: the notion of partnership revised

Teacher contact with parents of children with special educational needs: a comparison over two decades

Educabilidad, competencias e implicación parental: un análisis factorial de la escala percepción docente sobre familias en riesgo psicosocial

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