The relationship of professionals with families of children and adults with intellectual disabilities is a key component in the planning and delivery of effective and enduring support services. Yet, the history of such relationships is not well understood. After briefly describing the context for these relationships in the early 20th century, a thematic analysis is presented of correspondence between parents and professionals at one institution for people with intellectual disabilities during the early 1900s. The study concludes with a brief discussion of what we can learn from this troubled history to improve family/professional relationships.
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