Author(s): Meryem VURAL BATIK, Uygar BAYRAKDAR
In this research, the opinions of the senior students of the Special Education Department about the in-class family education practices conducted in Family Education and Guidance course were examined. For this reason, this research was designed in the form of a case study, which is the one of the qualitative research methods. Technique of purposive sampling was used in this research; ten students were attended who took the Family Education and Guidance courses in Teacher Education for Hearing Impaired Training and Teacher Education for Mental Challenged Programs. Research data are interpreted by descriptively analyze in order to uncover the participants' views and experiences. Participants stated that in-class practices are useful in learning how to train parents, to organize the contents according to the families in various subjects and how to communicate with the parents. Also these practices have other positive sides like to provide an opportunity for pre-experience before realizing family education with families of disabled children and to make them feel like a teacher and to feel themselves more satisfied. However, teacher candidates are recommend to work with at least one real family after to have acquired the necessary skills. Generally, teacher candidates have gained benefits from in-class family education practices, positive changes in perception and attitudes towards families and self-efficacy perceptions have been increased. In the direction of these findings suggestions were presented related to do practices in Family Education and Guidance courses.
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