Opinions and suggestions of special education teachers about family involve-ment in the education of individuals with special needs

Purpose: The purpose of this research is to examine the opinions and suggestions of special education teachers about family involvement in the education of individuals with special needs, based on teachers' experiences. Method: This study is designed according to the phenomenology approach, one of the qualitative research methods. The data were collected by semi-structured interview technique. Face-to-face interviews were conducted with 22 special education teachers who work in special education classrooms and interact with families. Through the inter- view questions, the opinions and suggestions of the participants regarding family partici- pation were determined. The data obtained as a result of the interviews were analyzed using content analysis. Results: As a result of the data analysis, five themes and 17 categories were reac- hed. The themes of thoughts, practices, the level of family involvement, difficulties and recommendations are divided into categories in themselves. The theme of thoughts is divided into categories as positive and negative. The practices theme is divided into cate- gories as participation at home, participation at school, both participation at home and school and other participation. The level of family participation is divided into categories as the frequency of participation, variables affecting participation, participating members and the distribution of participation by family members. The theme of difficulties is divi- ded into categories such as difficulties associated with the family, difficulties associated with the teacher and other difficulties. The suggestions theme is divided into categories as partnership, education, interaction and customisation. These identified themes and ca- tegories are explained with excerpts and examples from the opinions of the participants. Conclusion and Suggestions: In the research, it is stated that the participants fo- und that family involvement was important, but there was no program for family invovle- ment, they do not have sufficient information about family involvement, the level of fa- mily involvement is not sufficient and family involvement is affected by many variables, they encounter difficulties especially related to the family while practicing family invol- vement have been reached. In order to increase family involvement in the education of individuals with special needs, it is suggested that family trainings be given after diagno- sis, providing in-service training to teachers on family involvement and family involve- ment planning and practice should be added to the teaching practice lessons of special education teacher candidates. Keywords: family involvement, parent involvement, individual with special needs, teacher, phenomenology