Family and personnel collaboration in early childhood special education

In this research, which focuses on the cooperation processes of the stakeholders in early childhood special education, the cooperation experiences of the personnel working in special education services with other personnel and families; the cooperation experiences of the families with the personnel responsible for the special education services of their children in early childhood were examined in line with their personal opinions and suggestions. 19 people, 12 personnel and 7 parents, participated voluntarily in the research carried out in a special education and rehabilitation center affiliated to the local government. Research data carried out with phenomenology design, one of the qualitative research methods, were collected through semi-structured interviews, analyzed with content analysis technique, and 6 main themes and 18 sub-themes were reached. The findings were discussed in terms of cooperation experiences, family involvement and needs, early childhood special education, professional experiences of personnel, institutional characteristics and monitoring and evaluation studies. In the study, it is often emphasized that the quantity and qualifications of personnel should be developed from pre-professional processes, and the role of institution characteristics and managerial support in the cooperation process stands out.