Collaboration in education refers to schools and families working together to support a student’s learning, safety, and well-being. In inclusive education policy, collaboration means sharing information, listening to family knowledge about the child, and making timely decisions that lead to concrete supports, accommodations, or changes in practice. True collaboration produces action. It results in agreed-upon steps, implemented accommodations, or adjustments to programming that improve the student’s access to education. In practice, however, the language of collaboration is sometimes used in ways that place a disproportionate burden on families. Parents may be asked to attend repeated meetings, provide extensive documentation, complete tasks, or participate in long discussions without any meaningful change occurring for their child. When meetings generate conversation but no decisions, timelines, or implementation, the process can become a drain on family time, energy, and emotional resources. For collaboration to be meaningful, meetings should focus on what concrete change can occur as a result of the discussion—such as implementing accommodations, adjusting supports, or resolving barriers to learning. If no action is possible, the meeting may be informational, but it should not be framed as collaborative problem-solving.