Teacher-parent collaboration on the development of life skills among children with autism: a case of dorna centre, Kampala – Uganda

Abstract

This study explored teacher-parent collaboration in the development of life skills among children with autism at the Dorna Centre Home for Autism in Kampala, Uganda. The research was motivated by the recognition that children with autism often require intensive, consistent, and coordinated support across school and home to acquire essential life skills for independent functioning. Given the limited empirical understanding of this collaboration, the study sought to find out the specific social and daily living skills provided, explore the strategies used for collaboration, identify the facilitating factors, and examine the challenges faced. A qualitative research approach using an exploratory case study design was employed, involving ten teachers and ten parents purposively selected from the Centre. Data was collected through in-depth interviews, document review, and non-participant observation, and was analysed thematically. The findings revealed that both teachers and parents actively contributed to developing skills such as communication, self-care, emotional regulation, and interpersonal interaction. Collaborative strategies employed included consistent communication, regular meetings, joint planning, and shared goal-setting. The study established that factors like mutual respect, commitment to children's progress, positive attitudes, and school administration support greatly enhanced effective collaboration. However, several challenges were identified, including limited time, inadequate resources, differing expectations, and communication barriers stemming from a lack of technical autism knowledge. The study concluded that teacher-parent collaboration is a critical determinant of successful life skills development among children with autism. Nonetheless, systemic and interpersonal challenges continue to hinder optimal collaboration. The study recommends the establishment of structured communication channels, the provision of regular capacity-building sessions on autism management, and increased resource allocation. It further calls for the development of clear institutional policies to promote inclusive partnerships and a shared understanding of roles. Strengthening this collaboration is essential for improving learning outcomes and advancing inclusive education practices in Uganda.