A Study of Parents of School-Aged Students Receiving Special Education Services

This study examined parents’ perspectives on school-based collaborative practices for students receiving special education services. A convergent mixed-methods design was employed, utilizing a web-based survey (n = 160) and virtual interviews (n = 8) to identify the practices parents value most, the frequency at which they experience these practices, and how preferences for most-valued practices vary across demographic characteristics. Findings indicate that parents most strongly value the relational practices of open communication, trust, and mutual respect. Similar, but slightly lower valued, were the structural practices of collaboration. Parents reported high rates of experiencing the practices of each domain of collaboration. However, differences emerged when the data were sorted by parent race/ethnicity, disability category, and student age, in the value placed on the practices. Interviews revealed additional data supporting parents' need for a focus on strong relational practices and structures to facilitate collaboration with school-based teams. These results suggest that effective collaboration is based upon both relational and structural practices. Schools are recommended to reinforce facilitators of collaboration while addressing barriers to strengthen family-school partnerships and improve the outcomes for students with disabilities.