Parents, partnership and education officers: a study of attributions


T Bowers University of Cambridge Institute of Education Shaftesbury Road Cambridge CB2 2BX UK


Summary Thirty-five parents of Children with special educational needs were interviewed to ascertain their experiences of dealing with education officers involved in the assessment and placement of their Children. They were found predominantly to make internal attributions for negative behaviours, and external attributions for positive behaviours. The implication of these results for new United Kingdom government initiatives to reduce conflict between parents and education authorities are examined.