Conflict and Continuing Relationship Between Schools and Parents or Children with Disabilities

法律和文化塑造人与人之间的互动， 社会 各方之间的关系， 文化形象和社会价值观形成了对 事件、行为预期以及可接受和 不可接受的行为。 在某些情况下，社会互动 被认为是“正常的”;在其他情况下，他们被认为是 有问题和冲突。 恩格尔博士研究了导致 人们将一系列经历解释为冲突或 为了更好地理解这一现象， 冲突的转化和法律的援引。 研究的特定社会竞技场是关系 身体残疾儿童的父母和学校之间的关系 以及规划和实施教育计划的学区 “残疾”学生 这其中有一些重要的特点 为研究法律、文化和 冲突;即，当事人不能“退出”他们的交易， 因为这种关系是由法律规定的。 因此 关系是一种持续的关系，而不是一次性的或间歇性的 社交聚会 此外，它与持续的 以前研究过的关系，因为它涉及到一个人， 一个机构实体，而不是两个人，它是 其特点是资源和权力的巨大差异， 而不是涉及权力大致相等的政党。 具体来说，恩格尔博士 探讨家长和学校之间的持续互动， 文化和法律的背景。 通过一系列 在一年的时间里， 项目追踪了人们对互动的感知方式， 解释和探讨冲突出现或未能 出现。 最后，通过访谈和观察， 这项研究是针对寻求法律的援助的一组单独的父母进行的， 调查正式的法律的框架实际上是如何以及为什么被调用的 以及它对父母之间的关系有什么影响， 法律试图赋予权力，学校。 恩格尔的研究测试了流行的假设， 关系的特点通常是强有力的非正式规范 各方在下列情况下合作制定的制度： 互惠和退出关系的威胁可能会 没什么关联 传统的持续关系理论也 假设正式法律的援引比在 一次性或间歇性的相互作用，它是功能失调， 关系。 虽然这项研究可能确实发现， 很少被引用，这也可能会引起一些问题， 法律在家长和学校之间的交易中可能发挥的作用 权威对关系本身来说是功能失调或功能失调的 以及参与其中的各方。

Law and culture shape interactions between people and groups in society. The relationships among various parties are pervaded by cultural images and social values that give form to perceptions of events, expectations of behavior, and definitions of acceptable and unacceptable conduct. Under certain circumstances social interactions are perceived as "normal"; under others they are perceived as problematic and conflictual. Dr. Engel examines the factors that lead people to interpret a set of experiences as conflictual or nonconflictual in order to better understand the emergence and transformation of conflict and the invocation of the law. The particular social arena for the research is the relationship between parents of children with physical disabilities and the schools and school districts that plan and implement educational programs for "handicapped" students. There are some important features of this setting for a study of the relationship between law, culture, and conflict; namely, the parties cannot "exit" from their dealings with one another since the relationship is mandated by law. Thus, the relationship is a continuing one rather than a one-time or intermittent social encounter. Also, it is distinct from the continuing relationships studied previously because it involves an individual and an institutional entity rather than two individuals, and it is characterized by vast disparities in resources and authority rather than involving parties of roughly equal power. Specifically, Dr. Engel examines the continuing interactions between parents and schools in terms of their cultural and legal context. Through a series of systematic interviews with parents over the course of a year, the project traces the ways in which interactions are perceived and interpreted and explores the reasons that conflicts emerge or fail to emerge. Finally, through interviews and observations involving a separate group of parents who have sought legal assistance, the study investigates how and why the formal legal framework is actually invoked and what affect it has on the relationship between parents, whom the law has attempted to empower, and schools. Dr. Engel's study tests prevailing assumptions that continuing relations are generally characterized by strong informal normative systems worked out cooperatively by the parties in a situation where reciprocity and the threat of withdrawal from the relationship may have little relevance. Conventional theories of continuing relations also assume that the invocation of formal law is less frequent than in one-time or intermittent interactions and that it is dysfunctional for the relationship. While this study may indeed discover that formal law is seldom invoked, it may also raise some questions as to whether the potential role of law in dealings between parents and school authorities is dysfunctional or functional for the relationship itself and for the various parties involved.