ABSTRACT
This chapter aims to outline how schools might develop equal ‘home-school partnerships’ mainly with reference to work with parents of pupils with special educational needs (SEN). Note that the phrase ‘home-school partnership’ is deliberately used instead of ‘parent-school partnership’ because a range of family members and other people, other than those with parental responsibility, may need to be included in any partnerships (Carpenter 2001; Dale 1996). Throughout the chapter what is said of ‘parents’ should also largely apply to any family members or other people who function as the primary ‘caregivers’ or ‘carers’. For instance, one or both natural parents could be absent on account of illness, work, divorce, separation or death. It is not necessarily the mother who is the primary caregiver; this could be the father, a grandparent or other family member, including a sibling, and friends. Other significant people to be involved in partnerships could be residential child-care officers, foster carers and paid workers who provide regular short-term breaks. Thus, schools should not have preconceived notions about the form that partnerships must take. Home-school partnerships may also involve a range of professionals from other agencies and voluntary organisations depending upon the particular needs of the pupil and their parents. The ability of the parents to meet the welfare and other needs of their child depends upon how well their own support needs are met. So schools have to know about and have good contacts with a range of supporting professionals and organisations, locally and nationally, who have the capacity to provide the support that is needed at home.
