The role played by grandparents in family support and ... - Nasen

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with children at home, have been tentatively developed bythe Basic Skills Agency. Accessibility is also noted asimportant: for example, writing in plain English: ‘I foundthe jargon-buster useful and have passed it on to other sets ofgrandparents’ (Gyllenspetz, 2007, p. 23).As a ‘community resource’ in line with the current Englishpolicy of extended schools (DfES, 2004a, b), schools canplay an important role providing support for grandparents,‘signposting’ them to alternative social and health care communityresources. Collaborative and co-ordinated interagencyworking is thus important for schools and their staff.However, not all grandparents want or need the same degreeof support. Watson and Koblinsky’s (2000) study foundclass differentials, with working-class grandmothers morelikely to express a need and/or desire for more support thanmiddle-class grandmothers. Furthermore, one cannotpresume that schools and their staff will include all types ofgrandparents equitably or even want to begin to movetowards a broader ‘family focus’.Although relatively small scale, Findler’s (2007) study ofmainstream and SEN teachers in Israel (80 mainstream and82 SEN) found a complex and somewhat contradictorysituation, with teachers (both mainstream and SEN)recognising the supportive role that grandparents generallyplay in family life, but, in practice, involving some morethan others – in particular, maternal rather than paternalgrandparents. Findler suggests this reflects the teachers’wider commonsense knowledge of who provided the mostsupport and its perceived value. Findler also found that theeveryday knowledge of both mainstream and SEN teacherswas not used to inform or guide their practice whenworking with families, as grandparents were infrequentlyinvolved. Furthermore, the teachers she interviewed werenot interested in or willing to change or even extend theirfuture practice; there was little enthusiasm for working withgrandparents.Schools and grandparents with children whohave SENVery few specific studies were identified exploring schoolsworking with or considering, the support that grandparentsprovide to families of children with SEN. One notableexception is the development of a model of ‘extended familytraining’ at Sunfield, an independent, UK-based specialschool (Carpenter, Addenbrooke, Attfield and Conway,2004). The school worked with a range of family members,including grandparents, recognising the importance of professionalsand different members of families sharing ideas.Indeed, family members frequently adopted the role of‘trainers’, an experience viewed as positive by all parties –families and professionals alike. Although progressive, thiswork remains small scale and specific. The general dearth ofstudies, especially larger scale studies, is an important gapin the literature as children with SEN have many differenttypes of support needs and disabilities, and there are a substantialnumber of pupils with SEN: currently 229,100pupils (2.8 per cent) across all English schools have Statementsof SEN and a larger number (1,333,400 pupils or 16.4per cent) have SEN but do not have Statements (DfES,2007b). Despite this, the literature surrounding mainstreamschools and grandparents and the support grandparents canprovide to disabled children (summarised above) does raisea number of issues.Past studies exploring the benefits of intergenerationallearning and grandparents as volunteers have tended tofocus on early and primary years education (Al-Azami,2006; Gyllenspetz, 2007; Kenner, Arju, Gregory, Jessel andRuby, 2004; Kenner, Ruby, Jessel, Gregory and Arju, 2007).However, the educational and support role of grandparentsmay have an extended relevance and value for children withSEN, especially those with learning disabilities. Developingcore language, linguistic and numeracy skills remainsimportant for many children and young people with learningdisabilities in both secondary and further education. Many‘life skills’ and ‘preparation for independence’ coursesinclude cooking, gardening and shopping modules, which,as noted earlier, are key intergenerational learning activities.For young people with SEN, this type of learning could bean important resource for schools and colleges to utilise. Inaddition, Kenner and colleagues’ (2007) work demonstratesthe value of reciprocal learning for both grandparents andgrandchildren. For children and young people with SEN,showing grandparents ‘how to do things’, such as demonstratingIT skills, may provide an opportunity for schools tofacilitate positive learning experiences. With the currenteducational focus on educational outcomes, such as SATSand exam results, opportunities for young people with SENto achieve are not always apparent.The value of providing accessible school-based informationfor grandparents (Gyllenspetz, 2007) and also disabilityspecificinformation to grandparents of disabled children(Burns and Madian, 1992; Findler, 2007; Schilmoeller andBaranowski, 1998) was noted above. Schools have thepotential, especially in their ‘extended’ status, to be a usefulresource and information provider for families of childrenwith SEN in terms of information for grandparents abouttheir grandchild’s school and also disability-specific information.Current English guidance (DfES, 2006) advocatesthe value of ‘parent support advisers’; this could beextended to grandparents of children with SEN. In addition,schools, especially special schools, have frequently been animportant resource for parents of children with SEN toaccess other professionals and services, especially healthand social care. Extending this provision to grandparents,recognising that grandparents of children with SEN maylike to be involved in discussions/programmes abouttheir grandchild, could be advantageous. Parents providinginformation to grandparents can, as Schilmoeller andBaranowski (1998) and Burns and Madian (1992) note, beviewed as stressful, and schools could help support parents© 2008 The Author(s). Journal compilation © 2008 NASEN Support for Learning · Volume 23 · Number 3 · 2008 131
in this task. It may also provide an opportunity for grandparentsto address their own support needs.Amongst some schools, especially special schools wherechildren are provided with school transport, distance mayneed to be considered. Regular opportunities to meet familymembers can be an important factor in whom schoolsinclude in school/home communication. If family membersare not regularly seen by staff, this may impact on teachers’perceptions of the need for and relevance of ‘family’ ratherthan parent partnerships. This was demonstrated in Findler’s(2007) study of Israeli mainstream and SEN teachers.Findler found that mainstream schools and teachers weremore likely to involve grandparents routinely in school lifeand involve them in child-based discussions than teachers inspecial schools. Findler suggests that a lack of regularcontact of special school teachers with extended familymembers may be an important consideration in teachers’perceptions of who is important to include. This has implicationsfor developing school/family links and school staff’sknowledge of significant others in pupils’ lives: forexample, the role and/or importance of grandparents.Although an increasing number of children with SEN areattending mainstream schools in the UK, school transport isstill frequently provided for children with SEN, and teachers’everyday contact with family members (such asgrandparents) remains an important consideration. Teachersmay have less opportunity to meet these family membersand keep ‘up-to-date’ with any changes in family circumstances,such as the changing role or importance ofgrandparents in pupils’ lives. Residential schools also raisean additional issue as teachers not only have limited everydaycontact with family members, but different familymembers are also frequently geographically distanced.Discussion and future researchThis review demonstrates that intergenerational relationshipsand exchanges of support continue to be important inlate modern society. Research into and recognition of thesignificance and complexity of grandparent support forfamilies of non-disabled children has developed and continuesto gain credence. Despite this, research exploring thesupport that different types of grandparents provide to specificfamilies, such as families with disabled children,remains under-researched. Building on the knowledge of thecontinuing importance but changing face of intergenerationalrelationships in the twenty-first century, it isimportant and timely to explore the nature and role ofgrandparent support in specific areas of family life andprofessional practice, such as education. This review hasbegun to explore the role and importance of intergenerationalsupport within schools, both mainstream and special.The role of grandparents and the support they can provide tofamilies with and without children with SEN has beenconsidered. The review has demonstrated the current significanceof schools (both mainstream and special) inrecognising the important learning and support role thatgrandparents can play in the lives of their grandchildren andwider family networks; and also the important role thatschools themselves can play in providing support and/orguidance in order to help grandparents address their ownsupport needs. The article demonstrates that working withgrandparents has the potential to facilitate positive benefitsfor all parties: schools and their staff, grandparents, grandchildrenand parents.A range of international research evidence has been considered,but, despite this, the research evidence base is limited.Many studies are pilot projects and quite specific, workingwith small groups of grandparents providing a range ofsupport from non-custodial to custodial care. In addition,there is very little specific research focusing on schoolsworking with grandparents of children with SEN. Recognisinggrandparents’ heterogeneity in terms of the care theyprovide, their own support needs and diverse socioeconomiccircumstances, the context of wider familyrelationships and the heterogeneity of children with SEN,generalisations must be treated with caution. However, anumber of general issues come to the fore and could beconsidered by schools and their staff. In addition, the reviewhas also sought to identify some specific issues for schoolsworking with families of children with SEN. These aresummarized below:Family partnershipsRecognising changing demographic patterns and the continuingsignificance of intergenerational relationships andsupport networks in the twenty-first century, it is timely forschools to think beyond parent partnerships. Current policyguidance in England (DfES, 2004a, b; DfES, 2006; DCSF,2007) recognises the importance of schools working withparents and carers; this is a starting point for providingpolicy initiatives and suggestions for schools and their staff.Extending this focus to a more holistic ‘family-based’approach, including grandparents, would be advantageous,with schools working to create school/home links with familiesas a whole and also specific links with grandparents,where appropriate.Extending the evidence baseGrandparents are a heterogeneous group, providing differenttypes and levels of care and with different personalsupport needs. The support that grandparents provide tofamilies with disabled children and grandparents’ ownsupport needs may differ from families of non-disabled children.A similar situation exists with grandparents andfamilies of children with SEN: as noted above, children withSEN are heterogeneous and a broader group than disabledchildren. Recognising this and the absence of specificresearch on grandparent support and families of childrenwith SEN, more focused research is needed; in particular, toexplore the role played by different types of grandparentswithin families of different groups of children with SEN,132 Support for Learning · Volume 23 · Number 3 · 2008 © 2008 The Author(s). Journal compilation © 2008 NASEN
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