This study aimed to explore inclusive strategies significant for the families of children with ASD, specifically those implemented by schools to strengthen connections with the socio-family context and ensure full participation in school and social life. This research adopted a phenomenological approach and employed qualitative methods, including in-depth interviews with parents of children with ASD and semi-structured interviews with professionals from the School Inclusion Program at two schools in Temuco, southern Chile. The findings revealed that family-school linkage strategies tend to be unidirectional, with a strong focus on securing family commitment, but with limited coordination across the broader school community. While families highly value pedagogical work with their children, they also report tensions with professionals, particularly regarding the unique needs of each family. Although the essential role of families in achieving the inclusion of children with ASD is recognized, there remains a challenge in developing inclusive strategies that engage the entire community, with a social perspective, both inside and outside of school, in ways that help reduce the exclusion experienced by families in their environment.