Teacher-Parent Collaboration in Special Education: A Qualitative Study on Challenges, Expectations, and Coping Strategies

Authors : Özmen Bakir, Filiz Elmalı

Pages : 88-109

View : 49 | Download : 49

Publication Date : 2025-08-05

Article Type : Research Paper

Abstract :This study examines the collaboration between special education teachers and parents, the challenges encountered in this process, and the coping strategies employed by both parties. Conducted using a qualitative research design, the study involved semi-structured interviews with five special education teachers and ten parents of children with special needs aged 7–11. All participants responded to the same four questions, and each interview lasted approximately 20 minutes. The data obtained were analyzed under four main themes: mutual expectations, forms of collaboration, encountered problems, and coping strategies. The findings revealed that while both teachers and parents share the common goal of supporting the child\\\'s development, significant differences exist in their expectations and approaches. Teachers reported that insufficient parental involvement, limited knowledge of their children’s needs, and a lack of ongoing communication hindered effective collaboration. Parents expressed dissatisfaction with teachers’ lack of innovation and the absence of noticeable progress in their children. Although teachers made efforts to maintain consistent communication through digital tools — sending reminders, instructional videos, and requesting video feedback from home activities — many parents chose to change schools rather than engage in problem-solving. The study concludes with suggestions to enhance collaboration between teachers and parents in special education settings.
Keywords : Özel Eğitim, Özel Eğitim Öğretmeni, Ebeveyn, İşbirliği

ORIGINAL ARTICLE URL