Understanding the parents of children with special needs: collaboration between health, social and education networks

Abstract

School inclusion of children with special needs is a challenge for all societies. The Agreement illustrates the Quebec government's intent to promote an alliance between two complex networks and has the potential to greatly benefit children and their families. However, more concrete action is required in order to realize specific changes regarding work cohesion and service organization for these groups.

Whoever shouts the loudest: Listening to parents of children with disabilities

“…Some countries have taken steps to legislate for improvements in collaboration between school staff and health and social service networks, based on the principle that collaboration between these agencies is essential to respond appropriately to the children's needs. However, evaluation of these policy initiatives indicates that parents still feel they are not given sufficient information about or precise contact information for, this service (Tétreault et al., ). Parents also reflected on the complexity of the system and the continuous battle to obtain services (Tétreault et al., ).…”

“…However, evaluation of these policy initiatives indicates that parents still feel they are not given sufficient information about or precise contact information for, this service (Tétreault et al, 2014). Parents also reflected on the complexity of the system and the continuous battle to obtain services (Tétreault et al, 2014). In summary, the relationship between parents and professionals is crucial to many outcomes for children with disabilities (Dunst & Dempsey, 2007).…”

“Power together”: Professionals and parents of children with disabilities creating productive partnerships

“…In addition, they expect professionals to acknowledge their own knowledge of their family by actively seeking their input on their situation and preferred solutions (Fereday, Oster, & Darbyshire, 2010). When these factors are absent, parents, who are inevitably dependent on professionals as gatekeepers of the service systems (Tétreault et al, 2013;Wilkins, 2015), cope with humiliating and disrespectful regulations or deal with breakdown in their relationships with professionals (Blue-Banning et al, 2004).…”

La transition de l’école à la vie adulte d’une élève ayant une déficience intellectuelle légère

“…Sur ce plan, la complémentarité des services scolaires et sociaux est indispensable, et il y aurait lieu d'augmenter la présence des intervenants sociaux à l'école, car il s'agit du principal milieu de vie de l'élève après sa famille (Tétreault, Beaupré, Carrière, Freeman, & Gascon, 2010).…”

“…Pour favoriser la collaboration, les résultats de l'étude de Tétreault et al (2010) suggèrent, entre autres, d'allouer du temps et des locaux aux intervenants pour qu'ils se rencontrent, d'attribuer des ressources humaines provenant des deux réseaux au développement de services communs, etc.…”