This paper summarizes the research literature on the best ways for teachers to communicate with parents of children with disabilities. The relatively scanty empirical research suggests that what actually works with parents is not always what teachers expect. Findings suggest that research-tested methods of communication with parents of children with or without disabilities center around the following: (1) frequency (communication ought to be relatively frequent); (2) methods (effective communication may involve several methods including newsletters, telephone conversations, etc.); (3) content (communication content should focus on the child's progress and exactly how parents can help their child learn); (4) process (communication is ongoing and sometimes requires longer, rather than shorter, meetings). In regard to report cards, research suggests that teachers of children with disabilities need to go beyond the legally-mandated minimum contacts of report cards and that such contacts might show where a child is in regard to his/her IEP (Individualized Education Program) goals. (Contains 10 references.) (DB)