Examination of the opinions of teachers working in special education vocational training centers on school-family cooperation: Example of Kayseri province
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Abant İzzet Baysal University, Institute of Educational Sciences, Bolu, Türkiye
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Abant İzzet Baysal University, Faculty of Education, Bolu, Türkiye
Abstract
Effective school–family collaboration in special education is regarded as a critical determinant of students’ academic, social, and behavioral development. However, there is limited knowledge regarding how such collaboration is implemented in special education vocational schools. This study aims to examine the current status and nature of school–family collaboration based on the views of teachers working in special education vocational schools. The study group consisted of 20 teachers employed at two special education vocational schools affiliated with the Ministry of National Education in the city center of Kayseri, Türkiye. Data were collected using the Teacher Personal Information Form, the School–Family Collaboration Status Form, and the Interview Questions Form on School–Family Collaboration, all developed by the researchers. Frequencies and percentages obtained from the School–Family Collaboration Status Form were calculated to quantitatively describe the existing state of collaboration. Qualitative data were gathered through semi-structured interviews using the interview form and analyzed through descriptive analysis. The findings indicate that teachers perceive school–family collaboration as a vital component of students’ educational processes; however, this collaboration is largely sustained through teachers’ individual initiatives. The prominence of parent meetings as the primary method of collaboration, the participation of predominantly mothers in these meetings, the frequent focus on agenda-based topics during meetings and individual conferences, and the limited use of home visits were among the notable findings of the study. Additionally, the content of communication established with families was found to vary depending on students’ levels of disability, shifting from academic expectations toward functional life skills and preparation for independent living. Overall, the results reveal a need for new approaches aimed at strengthening school–family collaboration in special education vocational schools in a more systematic, balanced, and sustainable manner.
Kocak, E., & Sazak Duman, E. (2026). Examination of the opinions of teachers working in special education vocational training centers on school-family cooperation: Example of Kayseri province. International Journal of Eurasia Social Sciences, 17(64), 574–589. https://doi.org/10.70736/ijoess.2234
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Elif Sazak Duman
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