<![CDATA[This study analyzes collaborative communication strategies between teachers and parents in implementing the Activity of Daily Living (ADL) program for children with special needs at the Samudera Terra Athena Special Needs School (SLB), while identifying the factors causing the gap between teacher information and parental responses at home. This study used a descriptive qualitative approach. Data were collected through semi-structured interviews, observations, and documentation with one class teacher and three parents. Data were analyzed using the Miles and Huberman interactive analysis model, which includes data reduction, data presentation, and conclusion drawing. Their validity was tested through triangulation of sources and techniques. The results revealed two main findings. First, communication between teachers and parents has been established, but has not yet reached optimal collaborative quality because teachers tend to be proactive, while parents are still passive and reactive. Second, the gap in ADL implementation between school and home is caused by parents' lack of understanding of teacher guidelines, conventional parenting mindsets, caregiver burnout, and limited access to knowledge and practical support. This study recommends transforming communication from a one-way informative pattern to a two-way participatory model supported by practical training and parent support groups to increase the success of ADL programs in a sustainable manner.]]>
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