Variations on a theme: parents and teachers talking

Laluvein, Jackie

doi:10.1111/j.1467-9604.2010.01466.x

Cited by 7 publications

(7 citation statements)

References 2 publications

(2 reference statements)

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“… Early identification and assessment – central to the work of SENCos and the way that they work with colleagues in schools and external professionals. Giving parents control – SENCos are likely to work closely with parents of pupils who may experience difficulties in learning, frequently needing to squeeze time into their already busy schedules to do this effectively and in ways that genuinely focus on working together (Laluvein, 2010). Learning and achieving – again, this is a core dimension of the work that SENCos undertake, and increasingly involves monitoring SEND‐focused interventions and ensuring that these focus on improving outcomes for pupils. Preparing for adulthood – secondary SENCos are involved in personalising the curriculum for individual pupils, for groups of students (e.g., through the use of alternative curriculum provision) and transition planning. Services working together for families – this dimension of the SENCo's role has become increasingly important as schools collaborate with a wide range of professionals to ensure that the needs of pupils are met effectively.…”

Section: From Conjecture To Changementioning

confidence: 99%

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Special educational needs and disability co‐ordination in a changing policy landscape: making sense of policy from a SENCo's perspective

Robertson

2012

Support for Learning

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In this article, recent legislative changes that have raised the profile of SENCos in English schools are outlined. Key aspects of the current Government's proposals to reform SEND policy, provision and practice and the possible implications of these for SENCos and the schools they work in are discussed. The view that radical reforms outlined in Support and Aspiration, the SEND Green Paper published in 2011, will benefit the majority of children and young people experiencing difficulties in learning who are taught in mainstream schools is questioned. The article also reflects on whether or not SENCos will need to use their purportedly enhanced status to mitigate the effects of policies that could lead to the needs of some pupils being unmet, and others being marginalised through an expansion of separate forms of provision. Perennial concerns of many SENCos are also identified, and it is argued that these too need addressing if they are to fulfil the pivotal strategic role envisaged for them and avoid having to work as SEND 'firefighters'. It is suggested that these concerns could be addressed through a review of the SENCo regulations.s ufl_1517 77..83

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Section: From Conjecture To Changementioning

confidence: 99%

“…Giving parents control – SENCos are likely to work closely with parents of pupils who may experience difficulties in learning, frequently needing to squeeze time into their already busy schedules to do this effectively and in ways that genuinely focus on working together (Laluvein, 2010).…”

Section: From Conjecture To Changementioning

confidence: 99%

Special educational needs and disability co‐ordination in a changing policy landscape: making sense of policy from a SENCo's perspective

Robertson

2012

Support for Learning

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“…This is very different to the lack of understanding and conflict presented throughout the work of Hess et al . (2006) and Laluvein (2010). Perhaps the key difference is that the teachers that we spoke function within the specific culture of a specialist school, whereas many of the issues arising through the wider literature occur in relation to teachers in mainstream schools.…”

Section: Listening To Practitionersmentioning

confidence: 99%

“…What is disconcerting about this comment is whether we should conclude that the many negative statements made about poor parent partnerships, from the likes of Hess et al . (2006) and Laluvein (2010), are, therefore, based upon a perceived lack of genuine care.…”

Section: Introductionmentioning

confidence: 99%

‘You have to find the right words to be honest’: nurturing relationships between teachers and parents of children with Special Educational Needs

Solvason¹,

Proctor²

2021

Support for Learning

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This article explores the views of a small group of teachers who specialise in supporting children with Special Educational Needs (SEN).Frequently literature exploring the relationship between parents and teachers of children with SEN uses language which is confrontational, even aggressive. This research, based within a specialist school in England, portrays the voices of the teachers themselves, presenting their perspective on creating relationships with, and supporting the parents of, children with SEN. Far from the language of antagonism portrayed in so many articles, the rich descriptions elicited through focus group discussion demonstrate relationships that are established upon sensitivity, understanding, kindness and care. Our data paint a picture of teachers who feel deeply for the emotional turmoil that many of their parents have suffered before reaching their door; and do all that is possible to hold them safely, while they acclimatise to the new 'normality' of their child accessing specialist provision.

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“…Hodge and Runswick‐Cole () refer to the need to reduce conflict and make the system less adversarial through partnership. Laluvein () acknowledges the non‐linear nature of parent teacher relationships, and proposes the need for liaison and participative learning. Laluvein () presents a typology of ways in which parents and teachers can work together in an effort to describe the impact of partnership.…”

Section: Literature Reviewmentioning

confidence: 99%

Parenting, autism spectrum disorders and inner journeys

Twomey

Shevlin

2016

Research in Spec Educ Needs

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The importance of Early Intervention for children with Autism has been established however little attention has been given to the role of the parent and their perspective (Griffin & Shevlin, 2011). Research on Early Intervention has proliferated and innovative research on involving parents as partners has emerged (Carpenter, 2007; Hornby, 2011), however parents’ experiences of assessment, diagnosis and education have received little attention. This study investigated parental perceptions of Early Intervention services for children with significant disabilities. The purpose of this article is to describe how parents experience assessment, diagnosis and education, exploring the potential of utulising a parental lens in grasping these perspectives. It explored parents’ need to negotiate services and the difficulties surrounding their children's education in mainstream settings. Through qualitative, longitudinal, in‐depth case studies, parents (n 6) were interviewed over a fifteen month period. Interviews coincided with school terms. A major point of difference is the presence of parent voice. This research is dedicated to eliciting parents’ voice and exploring how this may influence current understandings of Early Intervention in Ireland. This research suggests that we need to explore what is needed by parents according to those parents, by acknowledging parent voice. Early Intervention and school settings may be a site of reconfiguration of parenthood where mutually, supportive mechanisms may confront the obscurities associated with their role and the fact that they are seldom heard.

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Variations on a theme: parents and teachers talking

Cited by 7 publications

References 2 publications

Special educational needs and disability co‐ordination in a changing policy landscape: making sense of policy from a SENCo's perspective

Special educational needs and disability co‐ordination in a changing policy landscape: making sense of policy from a SENCo's perspective

‘You have to find the right words to be honest’: nurturing relationships between teachers and parents of children with Special Educational Needs

Parenting, autism spectrum disorders and inner journeys

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