A Deep Dive into Parent-Teacher Collaboration on Communication Priorities of Autistic Children: A Case Study Using Nested Mixed Methods

Parent-teacher collaboration on learning priorities for diverse learners is highly valued in New Zealand’s early childhood education and early intervention services. Family priorities, child strengths, and learning priorities are often the focus of individualised planning meetings or curriculum planning. While implementation practices are discussed and included in the child’s individualised plan, collaborative monitoring of implementation and sharing of examples of practice are not common. This case study with nested mixed methods investigated how web-based joint professional learning and development impacted the collaborative practices of a parent-teacher team of an autistic toddler. Through this study, parent-teacher teams were introduced to the Embedded Learning Support approach to enhance their collaboration on the child’s early communication priorities. Parent and teacher perspectives and collaboration experiences were collected through a focus group and feedback conversations. Interview transcripts were coded and analysed using inductive thematic analysis. Quantitative data from a project-specific rating scale was analysed using descriptive statistics. Joint displays facilitated the integration of data sources within overarching themes. The parent-teacher team described the Embedded Learning Support approach as a collaborative wraparound process that actively engaged all members in supporting the child’s communication and participation. The study identified collaborative and intentional practices that enhanced the parent-teacher partnership, such as a comprehensive, shared understanding of the child and family, and focused and action-oriented conversations about the child. Together, these practices strengthened relationships and brought about meaningful changes in practice, resulting in positive outcomes for the child. This study provides valuable insights into processes that make parent-teacher collaboration successful. While it demonstrates effective collaboration for one team, it has broader implications for early intervention services and future research into its application in diverse contexts and learning priorities.