Thirty-four teachers of severely handicapped students were asked to rate frequency of 10 communication/collaboration areas (illness, attendance, medication, health issues, hygiene/grooming, clothing/supplies, transportation, after-school programming, Individualized Education Program goals, and discipline). Teachers were also asked to list the three areas they perceived as the most important. Illness, IEP development, attendance, clothing/supplies, and medication were topics of most frequent communication, although topics mentioned according to importance were discipline, IEP goals and health issues. Results indicated that teachers spent most of their time discussing with parents areas the teachers did not feel of highest priority. (CL)