Determining the opinions of teachers that work in special education schools at a high school level regarding the education on privacy

In the research, it is aimed to reveal the opinions of the special education teachers, branch teachers and guidance teachers working in special education schools at high school level about the privacy education of their students. In this direction, the research was carried out using the phenomenological design. The research was carried out with teachers working in high school special education schools in the 2020-2021 academic year. The participant group consisted of 19 teachers selected through purposive sampling. The data of the research were collected face to face through semi-structured interviews using the "Interview Form". The obtained data were analyzed using content analysis. As a result of the content analysis, six themes and 18 sub-themes emerged. In order to ensure the reliability of the data, the data were coded by two independent researchers and compared after coding. The reliability among the coders was found to be 93.2%. When the findings of the study are examined; It is seen that special education teachers express their duties and responsibilities as providing privacy training to students with special needs, guidance teachers guiding teachers and families in the process, and branch teachers' instant interventions to problem behaviors arising from the lack of privacy training. In addition, it has been determined that teachers have insufficient knowledge on behavior change methods that should be used in the face of problem situations arising from the lack of privacy education in students with special needs. In the light of the findings, it has been revealed that all teachers working in high school special education schools should receive theoretical and practical training for the functional use of privacy education for their students.