Training materials for teachers of learners with severe, profound and complex learning difficulties

A key to effective identification of a child's problems and providing for them appropriately lies in the school's relationships
with parents.

Good practice entails:

• Regular home visits by teachers and other support staff;
• Training for parents in developing healthy minds;
• Parental support groups;
• Regular meetings and telephone contact;
• Co-ordination with other agencies so that parents do not have to attend unnecessary meetings.

Problems arise in the relationship between school and parents that often have nothing to do with any inadequacy or failing of
the parents:

• Late diagnosis of a pupil's problems;
• Unco-ordinated support from different agencies;
• Poor information provided for parents about whom to contact;
• Inadequate account taken of parents' childcare arrangements, so that they sometimes have difficulties in attending meetings;
• Negative feedback to parents about their children;
• Parents' perceptions that the school has 'given up' on
  their child.

Family of origin experiences:

• Maintaining relationships with parents, siblings and peers;
• Completing school.

Leaving home:

• Differentiation of self from family of origin & developing adult-to-adult relationship with parents;
• Beginning a career.

Pre-marriage:

• Selecting partners;
• Developing a relationship;
• Deciding to marry.

Childless couple:

• Developing a way to live together based on reality rather than mutual projection;
• Realigning relationships with families of origin and peers to include spouses.

Family with young children:

• Adjusting marital system to make space for children;
• Adopting parenting roles;
• Children developing peer relationships.

Couples need to establish routines for meeting children's needs for:

• Safety;
• Care;
• Control;
• Intellectual stimulation;
• Activity.