Parent-Teacher Collaboration: Teacher Perceptions of What is Needed to Support Students with ASD in the Inclusive Classroom

Abstract

Positive parent-professional collaboration is critical for the educational success of students with autism spectrum disorder (ASD). However, little is known about teacher perceptions of parent-professional collaboration. Thirty-four teachers participated in a qualitative study to gain a better understanding of teachers' perceptions of helpful parental involvement and advocacy strategies to ensure the success of students with ASD educated in inclusive settings. Through focus groups and interviews, teachers reported perceptions of parents ranging from too much involvement to not enough involvement, the importance of parental and student advocacy, and shared examples of positive parental advocacy. Implications for practice and directions for future research are discussed.

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