The Relationship Between Teachers and Parents of Students with Disabilities – the Parents’ View

The aim of this study was to examine the aspects that parents of students with disabilities perceive as most important in their relationships with their children’s teachers. The study included 48 parents of children diagnosed with various disabilities, enrolled in either special education settings or inclusive mainstream classrooms. During semi-structured interviews, parents were asked: ‘What is the most important aspect for you in your relationship with your child’s teacher?’ Parents’ responses were thematically analysed. Four central themes emerged: (1) continuous and accessible communication; (2) active listening and partnership; (3) pedagogical professionalism and serving as a source of knowledge for the parent; and (4) acceptance and inclusion of the child. While these themes were shared across educational settings, different emphases emerged, with parents of students in mainstream classrooms highlighting concerns related to access to information, recognition of parental expertise, teachers’ disability-related knowledge, and their child’s acceptance and belonging in the classroom. These findings provide a parent-centred understanding of how key dimensions of parent-teacher relationships are experienced and prioritised across educational contexts and may help teachers foster more responsive, collaborative, and supportive relationships with families.