Examination of the opinions of teachers working in special education vocational training centers on school-family cooperation: Example of Kayseri province

This study was conducted to determine the views of teachers working in special education practice centers on school-family cooperation. A total of 20 participants, including 11 special education teachers and 9 teachers who switched from classroom teachers to special education with a change in the field in two special education vocational training schools affiliated to the Ministry of Education located in the center of Kayseri province formed the working group of the study. As a data collection tool, Personal Information Form, School-Family Cooperation Situations Question Form and Interview Questions Form for School-Family Cooperation were used in the research. In the study, data was collected using interview technique in line with the phenomenon science method. Qualitative research techniques and descriptive analysis techniques were used in the analysis of the study data. Among the important results obtained from the study; school-family cooperation; a topic that teachers focus on in terms of students ' education. In this context, another result from the study: problems experienced in school-family cooperation. Teachers constantly state that the demanding party in school-family cooperation is themselves, and there is no attempt to cooperate by parents. At the same time, the fact that parents do not attend meetings, do not come to individual meetings, and are extremely indifferent to their children are important factors that affect cooperation. These findings from the study were discussed within the framework of the relevant literature and applications.