STRATEGIES FOR RESOLVING PARENT‐SCHOOL CONFLICT

Abstract

Federal law requires that child study team members (teachers, psychologists, social workers, counselors, administrators, etc.) and parents collaborate to develop an individualized education program that meets the unique needs of each learning disabled student. Unfortunately, acrimonious conflicts often arise when parents have markedly different viewpoints from child study team members or are angry about their children's school experiences. This article examines the genesis of such parent‐school conflict, identifies common errors that exacerbate difficulties, provides easily understood strategies for resolving conflicts and improving relationships, and proposes a course of action if the suggested approaches prove inadequate.