It is important that both parents of handicapped children and the schools serving them initiate efforts to enhance the parent-school partnership. Despite the greater parental role mandated by P.L. 94-142, the Education For All Handicapped Children Act, many parents of handicapped children still face frustration and noncooperatiion in their dealings with the public schools. Confrontations with the schools may result in feelings of isolation, resentment, and powerlessnss. Parents, however, have vital informatiion that school personnel can use in programing, such as knowledge about their child's unique communication methods, activity or food preferences, and behavior. Parents can assume advocacy roles if they are prepared and work together. Parent involvement initiated by the schools can become more meaningful through practical strategies involving parent input in Individualized Education Programs, use of parent/professional advisory boards, a wider range of parent groups, use of parents as teachers, a framework in which parents help other parents, and the use of parents in program evaluation. (CL)