Collaboration between teams and family-centred approaches to service delivery are advocated as essential for effective inclusion in educational settings. However research and experience suggest that in reality services are not always implemented in ways that are compatible with evidence-based practices. This tension between the ideal and reality poses ongoing challenges for the profession particularly in relation to supporting the inclusion of children with disabilities in early childhood education and care (ECEC) settings.

In this paper parents’ perspectives about professionals’ collaborative efforts and how these influenced their child’s experience in an inclusive setting are presented. As part of a larger research study multiple case studies were used to examine the ways early childhood educators and consultants worked together to support young children with disabilities’ inclusion in ECEC settings. Periodic parent interviews were undertaken over an extended period to gain a consumer’s perspective of service provision, that is how parent’s viewed the collaborative processes (Bruder & Dunst, 2014). 

In these interviews parents reported they had developed positive relationships with both educators and consultants but some parents felt frustrated, at times, by the lack of collaboration between professionals and the ways in which their child’s inclusion was supported.  This is consistent with what Dunst and Trivette  (1996, cited in Dunst, 2002) identified as the difference between the relational and participatory components of family-centred practices. They argued that early childhood professionals are more comfortable using relational rather than participatory practices. Behaviours consistent with relational practices such as being friendly, respectful, using active listening strategies and having positive attitudes towards encouraging competencies are used more readily, whilst participatory behaviours which include practices designed to provide responsive, flexible opportunities to be actively involved are less favoured. It would seem that early childhood educators and consultants are ‘good’ at developing relationships but less so at communicating their intentions and processes in meaningful ways.

Bruder, M. B., & Dunst, C. J. (2014). Parental judgments of early childhood intervention personnel practices: Applying a consumer science perspective. Topics in Early Childhood Special Education. doi: 10.1177/0271121414522527 Dunst, C. J. (2002). Family-centered practices: Birth through high school. The Journal of Special Education, 36(3), 139-147. Yin, R. K. (2012). Applications of case study research (3rd ed.). Thousand Oaks, California: Sage.