Teachers’ Expectations Regarding the Family’s Contribution to the Education Process in Special Education
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Published
Apr 30, 2025
Abstract
This study aims to examine teachers’ expectations regarding the family’s contribution to education process in special education. This study was conducted with a qualitative research design. Accordingly, the study group consisted of 23 teachers (15 females, 8 male) working in totally 7 schools in the Karamürsel district of Kocaeli province in Türkiye. A semi-structured interview form was used as a data collection tool in the study. Content analysis was used to analyze the qualitative data collected through semi-structured interviews. The findings of the study were gathered under 4 main themes within the framework of the research questions. These themes were defined as; (1) expectations regarding what needs to be done in special education courses, (2) expectations regarding what needs to be done in school, (3) expectations regarding what needs to be done outside school, (4) expectations regarding what needs to be done for students receiving special education in rehabilitation centers. When the findings are evaluated in general, it was seen that teachers had expectations especially in terms of parent-teacher cooperation, and parents supporting both their children and teachers inside and outside the school by considering the physical and mental conditions of the students.
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Keywords
Special Education, Family, Teacher Expectations
Supporting Agencies
No funding sources declared.
References
Accardo, A. L., Xin, J. F., & Shuff, M. (2020). Special education teacher preparation and family collaboration. School Community Journal, 30(2), 53-72.
Arnold, D., Zeljo, A., Doctoroff, G. & Ortiz. C. (2008). Parent involvement in preschool: predictors of involvement to preliteracy development. School Psychology Review, 37(1), 74-90.
Arslan, Ü. & Nural, E. (2004). Okul öncesi eğitiminde okul-aile iş birliğinin önemi [The importance of school-family cooperation in preschool education]. Milli Eğitim Dergisi, 162, 99-108.
Burke, M. M., & Hodapp, R. M. (2014). Relating stress of mothers of children with developmental disabilities to family-school partnerships. Intellectual and Developmental Disabilities, 52, 13-23.
Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33(1), 83-104.
Collier, M., Keefe, E. B., & Hirrel, L. A. (2015). Preparing special education candidates to collaborate with families. School Community Journal, 25(1), 117-135.
Epstein, J. L., & Sheldon, S. B. (2002). Present and accounted for: Improving student attendance through family and community involvement. Journal of Educational Research, 95(5), 308-318.
Erdoğan, Ç., & Demirkasımoğlu, N. (2010). Ailelerin eğitim sürecine katılımına ilişkin öğretmen ve yönetici görüşleri. Kuram ve Uygulamada Eğitim Yönetimi, 3(3), 399-431.
Fishman, C., & Nickerson, A. (2015). Motivations for involvement: A preliminary investigation of parents of students with disabilities. Journal of Child and Family Studies, 24(2), 523-535.
Forlin, C., & Hopewell, T. (2006). Inclusion - The heart of the matter: Trainee teachers’ perceptions of a parent’s journey. British Journal of Special Education, 33(2), 55-61.
Gartmeier, M., Aich, G., Sauer, D., & Bauer, J. (2017). “Who’s afraid of talking to parents?” Professionalism in parent-teacher conversations. Journal for Educational Research Online/Journal für Bildungsforschung Online, 9(3), 5-11.
Gul, S., & Ozay Kose, E. (2024). The opinions of prospective teachers about biology and nature-related activities for mentally disabled students. Science Insights Education Frontiers, 22(1), 3499-3512.
İlgar, Ş. (2017). Öğretmen adaylarının özel gereksinimli öğrencilerle ilgili farkındalığının incelenmesi (İÜ Hasan Ali Yücel Eğitim Fakültesi örneği) [An investigation of the awareness of teacher candidates about children with special needs (IU Hasan Ali Yücel Faculty of Educatıon Sample). HAYEF Journal of Education, 14(1), 313-338.
Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A metaanalysis. Urban Education, 42(1), 82-110.
Johnsen, A., & Bele, I. (2013). Parents of students who struggle in school: Are they satisfied with their children’s education and their own involvement?. Scandinavian Journal of Disability Research, 15(2), 89-107.
Kartal, A., Alaybeyoğlu, M., Çolakça, A., Kesme, Ü., & Salan, D. (2024). Özel eğitimde ailenin katılımı ve rolü [Family participation and role in special education]. Socrates Journal of Interdisciplinary Social Studies, 10(43), 111-118.
Machen, S., Wilson, J., & Notar, C. (2005). Parental involvement in the classroom. Journal of Instructional Psychology, 32(1), 13- 16.
Özkan, E. (2024). Engelleri aşmak için el ele: Özel eğitimde ailenin önemi [Hand in hand to overcome obstacles: The importance of family in special education]. Socrates Journal of Interdisciplinary Social Studies, 10(41), 1-8.
Rogers, M. A., Theule, J., Ryan, B.A., Adams, G. R., & Keating, L. (2009). Parental involvement and children’s school achievement. Canadian Journal of School Psychology, 24(1), 34-57.
Shannon, S. M. (1996). Minority parental involvement: A mexican mother’s experience and a teacher’s interpretation. Education and Urban Society, 29(1), 71-84.
Sheldon, S. B., & Epstein, J. L. (2002). Improving student behavior and school discipline with family and community involvement. Education And Urban Society, 35(4), 4-26.
Sheldon, S. B. (2003). Linking school-family-community partnerships in urban elementary school to student achievement on state tests. The Urban Review, 35(2), 149-165.
Şahin, M. (2023). The place and importance of family in Education. Milli Eğitim Dergisi, 52(240), 3195-3220.
Taytak Küçük, E. & Taşkın, P. (2023). School principals’ perspectives on parental involvement in the educational process in special education. Trakya Journal of Education, 13(2), 1471-1490
Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of ducational Administration, 39(4), 308-331.
Ülker, M., & Barış, E.T. (2019). Relationship between school, family and environment, according to school principals’ views. Educational Research and Reviws, 15(3), 115 122.
Wagner, M., Newman, L., Cameto, R., Javitz, H., & Valdes, K. (2012). A national Picture of parent and youth participation in IEP and transition planning meetings. Journal of Disability Policy Studies, 23(3), 140-155.
Wakeman, S. Y, Browder, D.M., Flowers, C. & Ahlgrim-Delzell, L. (2006). Principals’ knowledge of fundamental and current ıssues in special education. NASSP Bulletin, 90(2), 2006 153-174.
Walker, J. M. T., & Dotger, B. H. (2012). Because wisdom can’t be told: Using comparison of simulated parent-teacher conferences to assess teacher candidates’ readiness for family-school partnership. Journal of Teacher Education, 63(1), 62-75.
Wong, W.L. (2018). Associations between fathers’ work-to-family spillover and their ways to track children’s whereabouts and doings: A Hong Kong study. The Journal of Men’s Studies, 27, 204-221.
Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. Baskı) [Qualitative research methods in social sciences (8th ed)], Seçkin yayıncılık.
Arnold, D., Zeljo, A., Doctoroff, G. & Ortiz. C. (2008). Parent involvement in preschool: predictors of involvement to preliteracy development. School Psychology Review, 37(1), 74-90.
Arslan, Ü. & Nural, E. (2004). Okul öncesi eğitiminde okul-aile iş birliğinin önemi [The importance of school-family cooperation in preschool education]. Milli Eğitim Dergisi, 162, 99-108.
Burke, M. M., & Hodapp, R. M. (2014). Relating stress of mothers of children with developmental disabilities to family-school partnerships. Intellectual and Developmental Disabilities, 52, 13-23.
Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33(1), 83-104.
Collier, M., Keefe, E. B., & Hirrel, L. A. (2015). Preparing special education candidates to collaborate with families. School Community Journal, 25(1), 117-135.
Epstein, J. L., & Sheldon, S. B. (2002). Present and accounted for: Improving student attendance through family and community involvement. Journal of Educational Research, 95(5), 308-318.
Erdoğan, Ç., & Demirkasımoğlu, N. (2010). Ailelerin eğitim sürecine katılımına ilişkin öğretmen ve yönetici görüşleri. Kuram ve Uygulamada Eğitim Yönetimi, 3(3), 399-431.
Fishman, C., & Nickerson, A. (2015). Motivations for involvement: A preliminary investigation of parents of students with disabilities. Journal of Child and Family Studies, 24(2), 523-535.
Forlin, C., & Hopewell, T. (2006). Inclusion - The heart of the matter: Trainee teachers’ perceptions of a parent’s journey. British Journal of Special Education, 33(2), 55-61.
Gartmeier, M., Aich, G., Sauer, D., & Bauer, J. (2017). “Who’s afraid of talking to parents?” Professionalism in parent-teacher conversations. Journal for Educational Research Online/Journal für Bildungsforschung Online, 9(3), 5-11.
Gul, S., & Ozay Kose, E. (2024). The opinions of prospective teachers about biology and nature-related activities for mentally disabled students. Science Insights Education Frontiers, 22(1), 3499-3512.
İlgar, Ş. (2017). Öğretmen adaylarının özel gereksinimli öğrencilerle ilgili farkındalığının incelenmesi (İÜ Hasan Ali Yücel Eğitim Fakültesi örneği) [An investigation of the awareness of teacher candidates about children with special needs (IU Hasan Ali Yücel Faculty of Educatıon Sample). HAYEF Journal of Education, 14(1), 313-338.
Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A metaanalysis. Urban Education, 42(1), 82-110.
Johnsen, A., & Bele, I. (2013). Parents of students who struggle in school: Are they satisfied with their children’s education and their own involvement?. Scandinavian Journal of Disability Research, 15(2), 89-107.
Kartal, A., Alaybeyoğlu, M., Çolakça, A., Kesme, Ü., & Salan, D. (2024). Özel eğitimde ailenin katılımı ve rolü [Family participation and role in special education]. Socrates Journal of Interdisciplinary Social Studies, 10(43), 111-118.
Machen, S., Wilson, J., & Notar, C. (2005). Parental involvement in the classroom. Journal of Instructional Psychology, 32(1), 13- 16.
Özkan, E. (2024). Engelleri aşmak için el ele: Özel eğitimde ailenin önemi [Hand in hand to overcome obstacles: The importance of family in special education]. Socrates Journal of Interdisciplinary Social Studies, 10(41), 1-8.
Rogers, M. A., Theule, J., Ryan, B.A., Adams, G. R., & Keating, L. (2009). Parental involvement and children’s school achievement. Canadian Journal of School Psychology, 24(1), 34-57.
Shannon, S. M. (1996). Minority parental involvement: A mexican mother’s experience and a teacher’s interpretation. Education and Urban Society, 29(1), 71-84.
Sheldon, S. B., & Epstein, J. L. (2002). Improving student behavior and school discipline with family and community involvement. Education And Urban Society, 35(4), 4-26.
Sheldon, S. B. (2003). Linking school-family-community partnerships in urban elementary school to student achievement on state tests. The Urban Review, 35(2), 149-165.
Şahin, M. (2023). The place and importance of family in Education. Milli Eğitim Dergisi, 52(240), 3195-3220.
Taytak Küçük, E. & Taşkın, P. (2023). School principals’ perspectives on parental involvement in the educational process in special education. Trakya Journal of Education, 13(2), 1471-1490
Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of ducational Administration, 39(4), 308-331.
Ülker, M., & Barış, E.T. (2019). Relationship between school, family and environment, according to school principals’ views. Educational Research and Reviws, 15(3), 115 122.
Wagner, M., Newman, L., Cameto, R., Javitz, H., & Valdes, K. (2012). A national Picture of parent and youth participation in IEP and transition planning meetings. Journal of Disability Policy Studies, 23(3), 140-155.
Wakeman, S. Y, Browder, D.M., Flowers, C. & Ahlgrim-Delzell, L. (2006). Principals’ knowledge of fundamental and current ıssues in special education. NASSP Bulletin, 90(2), 2006 153-174.
Walker, J. M. T., & Dotger, B. H. (2012). Because wisdom can’t be told: Using comparison of simulated parent-teacher conferences to assess teacher candidates’ readiness for family-school partnership. Journal of Teacher Education, 63(1), 62-75.
Wong, W.L. (2018). Associations between fathers’ work-to-family spillover and their ways to track children’s whereabouts and doings: A Hong Kong study. The Journal of Men’s Studies, 27, 204-221.
Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. Baskı) [Qualitative research methods in social sciences (8th ed)], Seçkin yayıncılık.
How to Cite
Mavi, E., Mavi, E., & Gul, S. (2025). Teachers’ Expectations Regarding the Family’s Contribution to the Education Process in Special Education. Science Insights Education Frontiers, 27(2), 4501–4715. https://doi.org/10.15354/sief.25.or738
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