Parental involvement in their handicapped child's education is generally promoted by the field and protected by legal mandates. To determine the nature and extent of parent-teacher interactions, a questionnaire was sent to 1,418 special education teachers across the country. A total of 904 (64%) teachers responded. Overall frequency of contacts and time spent were calculated, as well as the type of IEPrelated roles teachers assume. Other types of interactions such as written, telephone, conferences, parent groups, and cooperative agreements also were sampled. Results indicate teachers assume a number of responsibilities when interacting with parents and use a variety of methods for doing so. Implications for teacher training are discussed.
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