Abstract
Purpose: The purpose of this study was to identify the degree to which trust-building variables exist between public school districts and parents of 3- to 8-year-old children with autism during the initial placement process in the perception of special education administration. Additional purposes of the study were to identify barriers and strategies used to establish trust in this relationship. Methodology: This study is a descriptive study using both quantitative and qualitative methods of data collection and data analysis. Experienced special education directors were those who met specific criteria. Both quantitative and qualitative data were collected in a semistructured interview that included a survey and exploratory interview questions. Findings: The findings of this study were as follow: (a) the existence of trust is critical in these initial relationships of the placement process; (b) school districts are not part of the initial interventions with autistic children and their parents; (c) trust is perceived by administration as occasional or sometimes in existence in relationships, communication, and problem solving; (d) conflict must be used as a learning tool; and (e) staff can improve their practice if provided opportunities for deliberate teaching and learning in the area of problem solving. Conclusions: To prevent special education litigation and improve the levels of trust, school districts must (a) understand the environmental dynamics of a multi-agency process, (b) make time and teaching of process a priority, and (c) examine and utilize methods of joint problem solving. Recommendations: Future studies could (a) examine ways to better collaborate with early intervention agencies and medical communities, (b) be conducted on the use of and success of facilitated IEP team meetings, and (c) examine proactive methods of using problem solving, conflict, and constructive criticism as a learning tool for staff.