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families' participation in the educational process assigned for students of autism spectrum disorder in Jeddah city, KSA. The analytical descriptive approach was adopted by the researcher and hence the questionnaire was utilized as the research instrument to collect the data. In addition' the sample of the study consisted of (130) teachers (male and female) who are teaching students of autism, spectrum disorder. The findings of the study indicated that the teachers, role in activating the families' participation in the educational process assigned for students with autism spectrum disorder has recorded a high level with and arithmetic means of (4.27%). Moreover, the findings revealed that there are statistically significant differences of (α =0.05) due to the impact of (the type of the program) in all dimensions and in the overall degree mark. Further, the findings have also reported that there are statistically significant differences of (α =0.05) due to the impact of (the academic qualifications) in the dimensions of (the concept pf the families' participation and the forms of the families' participation) as well as in the overall degree mark, except for the dimension of the (the obstacles of the families' participation) in favor of the academic qualifications' category, particularly for the participants who are holding (a higher diploma degree). The study recommends that the educational institutions should emphasize the importance of family involvement in the educational process for students with autism spectrum disorder. [ABSTRACT FROM AUTHOR]