How a Collaborative Parent–Adapted Physical Education Teacher Relationship Developed: A Retrospective Case Study

Abstract

Purpose: To explore the relationship between a mother and adapted physical education (APE) teacher. Method: A retrospective, qualitative case study approach was utilized. Semistructured interviews with the mother, child with Down syndrome, and APE teacher were conducted. Results: Four themes were extracted from the data: (a) “[APE] is perfectly normal”—value of APE, (b) “Education is power and key”—the importance of understanding, (c) “Whatever it takes to be a part of Sam’s day”—involvement in APE and PA, and (d) “Know your tribe and love them hard”—building strong relationships. Discussion: Findings suggest that parents and APE teachers have influence and contribute to the development of a collaborative relationship. From parents, parental value and importance toward APE were seen as facilitators. And from APE teachers, their communication by sharing visualizations of what occurs at school and their predispositions toward parents, such as competence and respect, were regarded as facilitators.