Educators’ Experiences of Successful School Community Partnership Initiatives in a South African Autism-Specific School

Abstract

This study explores teachers’ experiences of successful school community partnership initiatives in a South African autism-specific school. Using an interpretivist qualitative case study design, three teachers were purposively selected and interviewed. Interviews were audio-recorded, transcribed verbatim, and analysed thematically to identify recurring patterns and meanings. Thematic analysis revealed that effective partnerships are characterised by communication, mutual respect, shared responsibility, and institutional support, while barriers include limited resources and inconsistent parental involvement. The study contributes to inclusive education by offering practical insights into strengthening collaborative partnerships in autism-specific educational contexts in South Africa. The study suggests bolstering mutual respect, organised communication, and shared accountability between communities and schools through explicit institutional regulations and continuous teacher preparation. It also highlights the necessity of addressing resource limitations and improving adaptable family participation tactics to maintain successful collaborations in South African school settings that are special to autism. According to the study, efficient communication, respect for one another, shared accountability, and strong institutional support are the main drivers of successful school community collaborations; on the other hand, scarce resources and uneven parental involvement are major obstacles.