Main Article Content
This article outlines the findings from a contemporary study of teacher-parent
collaboration in inclusive education in primary and secondary schools in Malaysia.
Recent inclusive education policy developments within Malaysia have increased
teachers’ accountability to effectively meet the needs of all students. This article
draws upon recent empirical evidence on the impact of teacher-parent
collaboration on inclusive education practices. It highlights some of the
characteristics of an effective collaborative model and explores how far it
contributes to a more inclusive classroom environment. The article also provides
a contemporary insight into how teachers and parents view their collaborative
roles in securing better student outcomes for students with special needs.