Inclusive Collaboration with Families of Children with Autism Spectrum Disorders (ASD): Perceptions of Families, Pre-Service and In-Service Level Teachers

Abstract

In the social sciences, collaboration among teams is often a requirement. However, integrating collaboration with the principles of inclusion seems to be restricted to the field of education. Collaboration based on inclusive practices improves the diverse quality of team communication, problem solving, and decision making. In the field of education, educators have the primary responsibility for engaging all students in the learning process and actively involving them in the classroom setting and with the course content. Inclusive collaborators understand that their beliefs, values, attitudes, and behaviors set the tone for each decision. They know that all team members can learn across differences and they are determined to reach all. We provide a timely investigation into the needs of families of children with autism for collaboration. The results illustrate the differing perception of essential collaboration skills among pre- and in service level professionals and families. This demonstrates a need for continuity in collaboration skills of professionals as they move from pre-service into in-service levels in their interactions with families of children with autism. The results of such critical efforts are persons within an organization who possess the ability to work together across their differences.