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- W2016802005 abstract "In this article, I describe how, despite good intentions and carefully considered procedures, strategies, and protocols developed to enhance parent-professional collaboration, collaborative interactions in public schools privilege the interpretation of the professional over that of the parent. As a consequence of this imbalance of power among professionals in schools, the collaborative ethic is far from that originally mandated by the Education for All Handicapped Children Act of 1975. I further suggest that, in the context of the traditional bureaucratic organization of schools, hierarchical authority and well-established power structures will further determine the potential for meaningful collaboration. This analysis holds implications for the implementation of Public Law 99-457, which places even greater emphasis on parental involvement and enduring partnerships with professionals." @default.
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- W2016802005 date "1994-12-01" @default.
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- W2016802005 title "Contextual Barriers to Collaboration" @default.
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- W2016802005 doi "https://doi.org/10.1207/s1532768xjepc0504_4" @default.
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