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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.
As children and youth with autism spectrum disorder (ASD) are increasingly participating in inclusive education settings, the need for parent and professional collaboration is essential for students' success. The foundation of support for students is ongoing communication and collaboration between parents and teachers. Positive parent-teacher collaboration benefits the family, educators, and students with disabilities (Bezdak, Summers, & Turnbull, 2010; Turnbull, Zuna, Turnbull, Poston, & Summers, 2007). In fact, research indicates parental involvement in schools is strongly linked to better student outcomes related to academics and involvement in organized groups and friendships (Newman, 2004). Moreover, federal mandates support parent involvement in developing, reviewing, and revising the child's individualized education program (IEP; Turnbull et al., 2007) and value parents as equal partners and informed decision makers in their child's education (e.g., the Individuals with Disabilities Education Improvement Act, 2004, and the No Child Left Behind Act, 2002). Research suggests that in the case of social skills of students with ASD, certain skills may be context-specific making it necessary for parents and professionals to be involved in order to fully understand the student's abilities (Murray, Ruble, Willis, & Molloy, 2009). Even though such partnerships are widely valued, establishing positive parent-teacher partnerships can be difficult (Epstein, 2005).
Research has found conflicting results in regards to parents' perceptions of parentteacher partnerships. For example, in a survey of parents of children with ASD, parents reported they felt resentment from school personnel and other parents (Starr & Foy, 2010). Parents felt this resentment was often the result of the time and resources their child required from teachers. Further, many parents reported lack of communication and collaboration as...