The feeling of self-consciousness and the fear of being humiliated might lead to subjective suffering and life restrictions (Lima Osorio, 2013). As Social Anxiety in children might lead to their social withdrawal, self-confidence is a key concept for children with SAD, increasing self-determination in young children with disabilities is an effective way to support the children (Lee, et al. 2006). Also, the efforts to promote self-determination are more likely to be successful when there is a collaboration between parents and teachers. In addition, when parents’ behavior is considered a risk factor for children with SAD, parents need to collaborate with teachers in order to gain the best result from implementing the most appropriate intervention to increase self-determination in children with SAD. As a close collaboration with parents of students with special needs is an effective way of increasing student learning, the interaction between teachers as internal agents and parents as external agents leads to gaining important information between the school and the students’ surrounding environment, and teachers can access valuable information about student’s background and their social environment (Aouad & Bento, 2019).
According to Adams et al., (2016), teachers and parents need to collaborate through joint efforts and shared information to identify what areas of students’ development need attention. Adams et al. (2016) believed that teacher-parent collaboration plays an important role in having a fully inclusive classroom and stated that the creation of effective inclusive schools requires a combination of teachers’ and parents’ knowledge and skill in order to identify the most effective interventions for supporting students with disabilities.