ABSTRACT Background Children with intellectual disabilities have the right to express themselves and to receive appropriate communicative support. Parents' knowledge, shaped through daily interactions and long‐term observation, is essential for understanding and supporting communicative development. Yet, such knowledge is seldom systematically embedded in school‐based practices. Methods This scoping review mapped empirical research on teacher–parent collaboration for communicative development in students with intellectual disabilities. Ten peer‐reviewed studies met the inclusion criteria, identified through database searches and backward/forward snowballing. Data were analyzed in three stages: (1) mapping study characteristics, (2) identifying forms and conditions of collaboration, and (3) examining reported outcomes. Results Collaboration ranged from formalized, institution‐led approaches to informal, parent‐initiated strategies. Parents were consistently acknowledged as key knowledge holders, but their expertise was often underused. Positive outcomes, such as improved augmentative and alternative communication (AAC) use, reduced off‐task behavior, and strengthened mutual understanding, occurred when collaboration was trust‐based, reciprocal, and supported by clear structures. Barriers included insufficient professional AAC training, unclear roles, and cultural or linguistic differences. Conclusions Teacher–parent collaboration can enhance communicative development and participation, but its effectiveness depends on relational trust, institutional support, and cultural responsiveness. Future research should prioritize sustained, dialogic models that integrate parental expertise into classroom communication practices.
Kamilla Klefbeck (Tue,) studied this question.
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