ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— Effective instructional delivery for learners with special educational needs (LSENs) depends not only on classroom practices but also on the quality of interaction between parents and teachers. This study examined the reciprocal expectations of parents and teachers regarding instructional delivery for LSENs in Rayong, Thailand. Specifically, the study investigated expectations across four domains: partnership, collaboration, meaningful contribution, and child wellbeing. It also tested the association between selected respondent characteristics and these expectations. The study employed a quantitative descriptive-survey and correlational research design involving 200 respondents, composed of 100 teachers and 100 parents from six public and private schools in Choeng Noen, Mueang Rayong Province. Respondents were selected through stratified random sampling with equal allocation. Data were collected using two researcher-developed and validated survey instruments and analyzed using descriptive and inferential statistics, including weighted mean, Kendall’s Tau-B, and point-biserial correlation. Results revealed very high reciprocal expectations among both teachers (M = 4.56) and parents (M = 4.64). Among the four domains, child wellbeing received the highest ratings from both groups, with mean scores of 4.60 for teachers and 4.72 for parents. Significant negative associations were found between teachers’ expectations and their age, nationality, and years of teaching experience. In contrast, parents’ demographic variables showed no significant relationship with their expectations. The findings suggest that strong parent–teacher reciprocity plays a central role in effective and inclusive instructional delivery for LSENs. Schools may strengthen such reciprocity through sustained communication, mutual engagement, and coordinated support systems that support both the academic and holistic development of learners with special educational needs. Keywords — Inclusive Education, Parent–Teacher Reciprocity, Instructional Delivery, Learners With Special Educational Needs, Thailand