Models of parent-professional collaboration: what do the parents of children with special educational needs value from their interactions with professionals?

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http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/21480 http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/21480 http://eprints.org/relation/isIndexCodesVersionOf http://etheses.bham.ac.uk/id/document/21480 archive 4031 disk0/00/00/35/55 2013-01-09 10:28:13 2020-12-31 03:40:17 2013-01-09 10:28:13 thesis show 0 McNab Eleanor Yeomans Jane University of Birmingham Models of parent-professional collaboration: what do the parents of children with special educational needs value from their interactions with professionals? unpub BF LC 10col_socs In the context of working towards a more equitable society, where emphasis is increasingly being placed on promoting equal opportunities for all those accessing the education system, it has been recognised that parents have the right to be heard on matters relating to their child‟s special educational needs. Parents play a vital role in contributing to their child‟s overall well-being, and although professionals may strive to work in partnership with parents, partnership is far from achieved in many cases, with some parents remaining "voiceless" or seemingly „unreachable‟. This thesis (Volume One) was produced as part of the written requirements for the Doctoral training in Educational and Applied Child Psychology and comprises four chapters. Chapter one provides an overview of the volume of work, and alerts the reader to my identity as a researcher and a Trainee Educational Psychologist (TEP) and my epistemological position within this. Chapter Two provides a review of the critical literature relating to parent-professional working and looks at the factors that have been identified as contributing to effective partnership. Chapter Three describes a small scale research study that explored parents‟ lived experiences of working with professionals in relation to their child‟s special educational needs, and sought to explore the ways in which partnership working could be improved so that parents felt that they had a voice. The research employed case study methodology to explore participants‟ lived experiences, and data were analysed using Thematic Analysis. Chapter Four contains final reflections relating to the use of case study methodology as an approach to exploratory research and considers how the study has contributed to my practice as an Educational Psychologist (EP). 2010-12 graduation eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. public 527 University of Birmingham School of Education d_ae na 2010-12 graduation