Purpose of Review
Our attraction to the verbiage of partnership casts a misleading conjecture that schools and parents are a collaborative unit with a single purpose. For too many parents, especially for those whose children present “problems” for schools, the relationship can be fraught with disillusionment and frustration. The purpose of this work is to highlight and contextualize the complex experiences of parents of children with intellectual disabilities as they navigate their child’s schooling.
Through the presentation of research findings and project data, we explore the nature of the school parent relationships within the context of inclusive practice in schools.
Presented using data collected from 33 parent interviews, this work presents a summary of the struggles and successes of parent engagement within a system that vacillates between innovation and stagnation, between hypocrisy and integrity and between one version of school and another.
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Conflict of Interest
The authors declare that they have no conflicts of interest.
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“The Inclusion of Students with Developmental Disabilities” has been approved by the Western University Research Ethics Board. The Western University NMREB operates in compliance with the Tri-Council Policy Statement Ethical Conduct for Research Involving Humans (TCPS2), the Ontario Personal Health Information Protection Act (PHIPA, 2004) and the applicable laws and regulations of Ontario. Members of the NMREB who are named as Investigators in research studies do not participate in discussions related to, nor vote on such studies when they are presented to the REB. The NMREB is registered with the U.S. Department of Health & Human Services under the IRB registration number IRB 00000941.
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This article is part of the Topical Collection on Intellectual Disability
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Bennett, S., Specht, J., Somma, M. et al. Navigating School Interactions: Parents of Students with Intellectual Disabilities Speak Out. Curr Dev Disord Rep (2020). https://doi.org/10.1007/s40474-020-00203-z
- Intellectual disabilities
- Special education