In our culture during the negotiation process, we regularly cast our side as stronger, and the other side as weaker. Any resolution, however, based on one side imposing their will is not likely to endure and chances for a viable working relationship may be jeopardized. We suggest that each participant be assisted to become as capable as possible. In the interests of a resolution that will endure over time, paradoxical as it may seem, each party may reasonably endeavor to empower the other. This can be achieved by providing sound information about special education issues and by careful choice of effective discussion and negotiation approaches.
Collaborative discussions are somewhat time consuming.
Since we are interested in achieving ongoing relations between children, parents, and schools, the collaborative approach, although lengthy, is an investment that will pay dividends for years. A series of 2 or 3 meetings could make a world of difference in parents' perceptions of educators commitment to working jointly. Further, the greatest progress toward agreement often develops between, not at, meetings. Special Education conflict resolution often includes relationship building. These potentially damaging issues can be managed in ways that support mutual respect and personal safety.