en Short Communication <span style=font-size:11pt><span style=font-family:Times New Roman,serif><b><span lang=id style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:#4f81bd>Aims:</span></span></span></b><span lang=id style=font-size:10.0pt><span style=font-family:Cambria,serif> This research investigates how therapeutic communication, supported by teacher-parent collaboration, enhances the social, emotional, and academic development of children with intellectual disabilities at SLB Bina Siwi, Indonesia.</span></span></span></span><br> <span style=font-size:11pt><span style=font-family:Times New Roman,serif><b><span lang=id style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:#4f81bd>Participants & Methods:</span></span></span></b><span lang=id style=font-size:10.0pt><span style=font-family:Cambria,serif> A qualitative approach was used, with purposive sampling selecting 5 teachers from a total of 11 and 3 parents from 5. Criteria for selecting teachers included a minimum of three years of experience and diverse educational backgrounds. Data were gathered through in-depth interviews and a 3-month observation period. Snowball sampling was employed to ensure data saturation and capture diverse perspectives.</span></span></span></span><br> <span style=font-size:11pt><span style=font-family:Times New Roman,serif><b><span lang=id style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:#4f81bd>Findings:</span></span></span></b><span lang=id style=font-size:10.0pt><span style=font-family:Cambria,serif> The study found that therapeutic communication plays a core role in improving the social and emotional development of children with intellectual disabilities. Teachers using empathetic and adaptive communication observed increased engagement among students. Parents who actively collaborated with teachers reported improved confidence in supporting their children’s education at home, which further aids children’s adaptation to challenges in both environments.</span></span></span></span><br> <span style=font-size:11pt><span style=font-family:Times New Roman,serif><b><span lang=id style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:#4f81bd>Conclusion:</span></span></span></b><span lang=id style=font-size:10.0pt><span style=font-family:Cambria,serif> Therapeutic communication is crucial in educating children with intellectual disabilities, with strong teacher-parent collaboration being key to its success. </span></span></span></span><br> Intellectual Disabilities,Education of Intellectually Disabled,Persuasive Communication, 561 569 http://hehp.modares.ac.ir/browse.php?a_code=A-10-84513-1&slc_lang=en&sid=4 F. Qorib 1003194753284600345740 1003194753284600345740 Yes Department of Communication Science, Faculty of Social and Political Science, University of Tribhuwana Tunggadewi, Malang, Indonesia R.P. Nurdiarti 1003194753284600345741 1003194753284600345741 No Department of Communication Science, Faculty of Communication and Multimedia, University of Mercubuana Yogyakarta, Yogyakarta, Indonesia F. Septiani 1003194753284600345742 1003194753284600345742 No Department of Communication Science, Faculty of Communication and Multimedia, University of Mercubuana Yogyakarta, Yogyakarta, Indonesia R. Setiawan 1003194753284600345743 1003194753284600345743 No Department of Public Administration, Faculty of Social and Political Science, University of Bandar Lampung, Bandar Lampung, Indonesia