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Parents Are Involved: Even so, we must anticipate that there will always be a few who do not wish to co-operate with the school in this way, and all but the most determined teachers will probably feel that this is inevitable. The questions that remain to be answered are these:
How does a school ensure that the maximum number (if not all) of its parents are involved in the scheme?
What can be done about the children whose parents finally do not wish to be involved?
There are other possible focuses which can be used to bring parents and teachers together in secondary schools. Discussion groups held for parents can explore the actual subjects taught, as well as more general matters, and sometimes parents can be involved directly in their children's homework. Ebbutt and Barber,30 for example, asked parents to help their first-year children with passages for comprehension covering a range of school subjects, which formed part of a structured programme to help children who had reading difficulties.
Writing specifically about parents who have children with special needs, Blamires et al. ,1997, p. 18) point out:
It is often assumed that when two parents are involved with their child's education they speak with one voice and present a united front there is seldom any recognition of the fact that two people faced with what may be the most life-changing, emotionally demanding events of their lives as parents mav not react in unison and may not have identical perceptions of the problem or its solution.
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