With the exception of special education programs, the major responsibility and authority for educational decision making has belonged to teachers, administrators and school boards. A review of literature on parent-school relationships suggests that there have been two dominant trends. The first, which advocates "partnership," is consistent with keeping education and schools as they are. The second, which questions school practices, particularly as they relate to special groups of students (handicapped, minority, poor) and advocates some form of an adversarial model, is focused on changing educational practices and policies. The special education exception, providing more participation in educational decision making for special needs students and their parents, has enormous programmatic, fiscal, and ideological implications. Parent-school relationships seen in such settings as Head Start, segregated schools, and other special education services reflect the experience of special education in setting up mechanisms for parents and students to question and oppose school policies and practices. Over 70 references are included in this literature review and discussion. (Author/CB)