Abstract
The purpose of this study was to obtain experts’ opinions on parent involvement issues of disabled students from the school administrators and regular classroom teachers. There were 39 experts consisted: (1) 8 researchers on parent involvement field; (2) 12 professors took on parent involvement subjects in university; (3) 3 school administrators and 15 regular classroom teachers; and (4) 1 parent with disabled child. Delphi technique was adapted to collect consensus opinionsfrom 39 experts. Data was analyzed with frequency, percentage, mean, Kolmogorov—Smirnov one sample test, Mann—Whitney U test, and Kruskal—Wallis one-way analysis of variance by ranks. The findings of this study were as follows: (1) school administrators and teachers played the policy declarer, information provider, question reactor, and parents’ consultant in the relationships between families and schools; (2) teachers should have both of general family knowledge andspecific information on disabled students’ family background; (3) school administrators and teachers need to know about parents' rights and interests, parent involvement regulation and proper attitudes; (4) 'parent-teacher cooperation and family support ', 'introduction to special education' , and 'interpersonal relationships and communication' were the important courses related to involving parents with disabled students effectively.