This project was established as an action research journey, enhancing my collaborative practice to value the voice of a parent and her child with Down syndrome in the Student Support Plan. Government legislation and educational policies recognise the parents as the primary educators and central participants in a child’s education. Additionally pupil participation, where possible, is also recommended in planning for a child with Special Educational Needs. This project emphasises the policies and documents that reinforce a collaborative approach to planning, inclusive of all stakeholders intersecting around the needs of the child. Therefore, strategies were developed to establish and nurture meaningful collaborative practice with the parent and child participants in the research. When working with children it is crucial that ethical standards are adhered to at all times and this is particularly heightened when working with a child with Down syndrome. Furthermore, protecting the wellbeing of both the parent and child was a central consideration throughout the study. Prior to embarking on this study, an overall review of the literature associated with collaboration and the voice of the parent and child, offered an insight into the benefits and constraints found in practice. Notably, there appeared to be a lack of specific procedures in attaining and sustaining this meaningful level of collaboration. Consequently, using a self-study action research approach enabled a deep enquiry into my own practice. This focused on enhancing my understanding and knowledge of a shared and inclusive approach, valuing the voice of the parent and child within my role as a Special Education Teacher. Moreover, the project entailed several interventions that created opportunities to promote, include and value the voice of the parent and child. Furthermore, it explored the unique perspectives and insights offered by the parent and child when determining targets, strategies and subsequent review, accruing to a dynamic and effective planning document. Utilising this unique approach to collaborative practice unearthed and solidified my values of care and collaboration within my lived practice, as I connected to the vital parental insights of a child with Down syndrome in addition to the child’s own integral input in their learning. The emergent themes from the research identified successful Froebelian approaches evident throughout my collaborative practice. Consequently, the resulting findings increased my own understanding and knowledge of a child-centred Froebelian collaborative practice. Engaging in self-study action research has determined that a continuous, investigative journey of educational and professional development offers significant and transformative potential, enhancing my practice through the multiple perspectives of others. Using my own living standards of judgement fostered an accountability of my overall research generating my authentic claim to knowledge at the end of the project. This intimate journey of self-study and self-enquiry is now thoroughly outlined beginning with the first chapter, the Introduction.