“You Say… I Hear…”: Epistemic Gaps in Practitioner-Parent/Carer Talk

Policy guidance has often focused on the need for strong partnerships between parents/carers and practitioners to support the learning of children labelled with Special Educational Needs and/or Disabilities (SEND). Despite this policy focus, relationships between parents/carers and practitioners are often difficult. This chapter explores the nature of these difficulties drawing on the work of Lipsky (1971) and McKenzie and Scully (2007). In conclusion, there are suggestions for how partnership working between parents/carers, practitioners and children might be developed.