To get the best outcomes in the inclusive education of students with autistic disorders the relationships of parent and teacher have been increased to collaborative partnerships. Therefore, the purpose of this study is to analyze the type special teachers about the practice of collaboration. This study is based on the ground theory method of Strauss and Corbin(1990). It was that 10 special education teachers interviewed. The participants before the interviews signed in a written consent. The data was collected by depth interviews accomplished from September, 2006 to May, 2007. The results of this study is First, that the collaboration types of special education teachers are classified as the positive collaborator, the passive collaborator and unreturned-collaborator. Second, The variables that influenced Collaboration types of the special teachers were confirmed to the variables of special education teachers, parents of children with disorder, and the school. The variables of special education teachers were revealed to their work load, professionalism for collaboration. The variables of parents of children with autistic disorder were the attitude of the parent cooperation and the recognition for the special education goal.