The current study explored the communicative challenges for parents and teachers of children with special needs. This qualitative study elicited interview data from both parents and teachers, and revealed that teachers were frustrated with parents not communicating regarding their special needs children in a way that could help prepare the teachers for the challenges they may face. Caregivers cited a lack of communication with teachers as problematic, as well as their perception of teacher as expert that led them to feel as if the teachers presented information in inaccessible ways. The findings are discussed through the lens of structuration theory.
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