is for and about two groups of people who must work<br >1 in the face of adversity: parents of children who are<br > and teachers. As a parent of an exceptional child， a<br >the literature on parents of handicapped children， and<br >~f teachers and counselors， I have become increasingly<br >significant challenges faced by both groups. It is most<br >Ihat， because of the burdens of parenting a handicapped<br >e pressures that teachers face in assuming broader role<br >trents and teachers often find themselves at odds with<br >engaged in adversary relationships instead of in collab-<br >ts. This situation， which to me cries out for change， has<br >e to write this book.<br >parenting involvement aside， I have gained important<br > parent-teacher relationships as a result of teaching a<br >;ned to help preservice and practicing teachers work<br >~ely with exceptional parents. Each time the course has<br > I have become more aware that gross deficiencies in<br >.rid skill exist in this vital area of what should be a mutual<br >t has become clear to me that， in order to achieve a<br >.erstanding of these parents and to be able to assess，<br >
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