Abstract
Parenting a child with an intellectual disability poses challenging social behaviours and serious emotional dysregulation. This study investigated interventions for special educational needs (SEN) teachers to assist parents regarding their child's development and educational concerns. Using a qualitative approach, we collected data using an open-ended questionnaire (n=17), followed by an in-depth focus group (n=6) with parents from the SEN class. Responses in indigenous languages were translated into English, transcribed verbatim, and thematic content analysis done. Findings were (a) the establishment of parent-teacher partnerships using multiple communication channels, (b) providing professional advice regarding parenting skills, (c) disseminating expert information on the child's disability, and (d) informing parents about the SEN class functioning. We concluded that supportive interventions by SEN teachers assist parents understanding of their child's developmental delays. We recommended that SEN teachers actively engage in building partnerships with parents.