Recent legislation - the 1981 and 1993 Education Acts - have
emphasized the need for parents to work as partners with
professionals in the assessment of children's special educational
needs. This book explores that notion of partnership and subjects
it to critical scrutiny. It describes the assessment process from
both the parental and professional standpoints, looking in
particular at the parent-professional relationship and the barriers
that might inhibit effective partnerships between parents and
professionals. The child's viewpoint is equally important, and
later chapters examine children's own accounts of the assessment
process.
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