Encouraging partnerships between parents of children with special educational needs and disabilities (SEND) and educational practitioners is a key theme in educational policy in England. However, there are unanswered questions regarding whether parents and teachers are mutually responsible for developing and maintaining these partnerships, as well as a paucity of literature eliciting the views of educational practitioners from a SEND context. This article draws on a study which explored parent and teacher experiences of partnership, specifically focusing on perceptions of responsibility regarding the development and maintenance of these partnerships. In‐depth interviews were conducted with 22 parents of children with a wide range of SENDs, and 15 educational practitioners. Findings highlighted that although there appeared to be perceived mutual responsibility regarding home–school communication, educational practitioners were overall held accountable for developing and maintaining partnerships, and were required to be trustworthy and approachable in order for positive home–school relationships to flourish. [ABSTRACT FROM AUTHOR]

中文翻译：

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建立和维持家庭与学校伙伴关系的责任：父母和从业者的经验

鼓励有特殊教育需求和残疾的孩子的父母（SEND）与教育从业者之间的伙伴关系是英格兰教育政策的一个重要主题。但是，关于父母和教师是否对发展和维持这种伙伴关系负有共同责任，还有一些文献尚无定论，这些文献引起了教育实践者在SEND背景下的观点。本文基于一项研究，探讨了父母和老师之间的伙伴关系经验，特别关注于对这些伙伴关系的发展和维持的责任感。对22名具有广泛SEND的孩子的父母和15名教育从业人员进行了深度访谈。调查结果强调，尽管人们似乎对家庭与学校之间的沟通负有共同责任，但教育从业人员总体上对发展和维持伙伴关系负有责任，并且必须诚实守信才能使积极的家庭与学校之间的关系蓬勃发展。[作者的摘要]