Eight specific strategies are offered to help professionals build a trusting relationship with parents of handicapped children. Suggestions include the need to accept parents as they are, listen empathetically, prepare for meetings, and keep promises. (CL)

The article posits that the interdisciplinary cooperation needed to make individualized education programs (IEPs) an effective part of an ongoing, responsive process is more likely to be achieved when educators and parents adhere to certain principles of group dynamics and interpersonal perception. (SB)

A sequence is suggested for teachers working with parents in solving problems. Steps include: problem definition; problem analysis; generation of alternatives; establishment of criteria for selecting solutions; and evaluation and selection of solutions. (CB)

Describes the learning specialist's role in implementing corrective or remedial programs. Notes that resistance to programs often develops when cooperating classroom teachers are asked to change their teaching styles or strategies. Presents eight guidelines for establishing trust and reducing or eliminating resistance. (MM)

Teachers can prepare themselves for angry confrontations with parents by learning how to cope with parent anger and channeling it into positive action. A five-step process, the I.D.E.A.L. system, is outlined and recommended as an effective technique for converting angry parents into collaborators. (IAH)

This article examines the origins of parent-school conflict, identifies common errors that exacerbate difficulties, provides strategies for resolving conflicts and improving relationships, and proposes an alternate course of action if these approaches fail. Empathetic listening, trust building, and systematic and intuitive modes of problem solving…