Özet:

It shows that the support of the child in need of special education by their families contributes positively to the development of these individuals and that the participation of the parents in the family education program is of vital importance for the children. This research was conducted to examine the views of teachers working in special education on value-oriented family education. The collected data were analyzed by content analysis method. As a result, according to teachers working in special education, children need daily life, value, self-care, social harmony, love, responsibility, respect, acceptance, human values, self-confidence, empathy, trust, perseverance-effort, hard work, social values and tolerance. They think that families want to see independent life, responsibility, happiness, love, respect, academic development, self-care, social harmony, acceptance, compassion, social values and universal values. Teachers with families; They express that they communicate with direct communication, face-to-face communication, telephone communication, meetings, school entrance and exit, online meetings, home visits, small note papers and sincerity. According to the teachers working in special education, families mostly prefer acceptance, psychological support, emotional support, teaching methods and techniques, correct communication, self-care, behavior training, patience training, disability characteristics, school-family cooperation, sexual education, information, coping with problems, guidance. They need training on home activities, values education. 14.6% of the teachers stated that they did not carry out family education or participation studies. 85.4% of them stated that they do or plan seminars, individual interviews, class invitations, sharing events, family meetings, group chats, online training and trips.

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