Abstract
A cliché in education is the catch phrase, “parents are the experts.” But what does that phrase really mean? If we abide by that philosophy, why do so many parents feel that their knowledge and expertise are undervalued by school systems? Why do so many professionals classify parents in two ways: those who “don’t care” and those who are “the squeaky wheel” (or worse)? In this chapter we explore different dimensions of parental roles, action, and expertise as expressed by the parents we interviewed.
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References
deFur, S. (2012). Parents as collaborators: Building partnerships with school and community-based providers. TEACHING Exceptional Children, 44(3), 58–67.
Turnbull, A., Turnbull, R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2011). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust (6th ed.). Boston, MA: Pearson.
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Shepherd, K.G., Kervick, C.T., Morris, Da.N. (2017). Understanding Parents as Actors and Experts. In: The Art of Collaboration. Studies in Inclusive Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-824-2_4
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DOI: https://doi.org/10.1007/978-94-6300-824-2_4
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-824-2
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