A Phenomenological Investigation with Prospective Teachers of Special Education: If It Was Me!

The main purpose of this research was to reveal the opinions of prospective teachers of special education teacher education program about special education schools and the special education field. This study was used the phenomenological designed. It involved 14 special education teachers of Harbiye Selman Nasir Eskicak Secondary School. The collected data were subjected to data mining by content analysis. Some results had been obtained regarding the dreams and problems and solutions proposed by prospective teachers in a special education institution and special education. It had been found out that prospective teachers design student-centered and differentiate the disability differences among individuals-oriented design when designing special education schools. In addition, they pointed out that there were some problems related to teachers, teaching environment, curriculum, legislation and parents in the field of special education. It had been seen that prospective teachers who produce solutions to these problems have awareness about the field. With the help of the results obtained from the study, suggestions about the special education field were developed.


Introduction
The basic success of education systems is determined by the opportunities provided for normal individuals and some success criteria that individuals show at the end of these opportunities. National or international indicators are some other means of demonstrating the success of education systems. However, the real success of education systems can be determined by qualified schooling of a person with disabilities in need of special education in the context of equality of opportunity and facility. Otherwise, it is easier for individuals with normal intelligence and physical structure to access and benefit from the education system as compared to individuals who need special education. For this reason, an education system should provide accessible opportunities for a person with persons who need special education. Therefore, education should focus on what students with special needs can do rather than the type of disability (Sucuoglu, 2009).
The term Special Education is specifically expressed for those who have not received education normally. The term Special Education includes all aspects of education for exceptional children, physical, mental, disadvantaged and gifted children. However, these methods are generally not accepted for average children (Jain, 2006). Educational programs and teaching-learning environments designed for persons with normally accepted intelligence and persons with no congenital or subsequent disability cannot meet the actual needs of persons in need of special education. As it is known, persons with physical and mental disabilities and gifted individuals outside the normal group which is called dominant groups, have the right to receive customized education. With this right to education, the field of "special education" was born (Subakan & Koc, 2019). Therefore, it is necessary to provide training programs and training environments related to the obstacle area that will facilitate their development. Special education and special education fields are a very important scientific education area that can produce solutions to this situation. Special education aims to normalize different aspects of the persons such as intelligence, psychomotor skills, life skills, communication, physical and physical structure, and to improve the existing superior abilities of the gifted ones. In this regard, special education can be defined as education aimed at increasing the level of competence to persons with special needs and individuals with superior characteristics to the best level of competence in line with their capabilities, prevents these situations of i persons with different kinds of disabilities to become a vital obstacle equips disabled persons with skills to support their integration into society and to become independent and productive persons (Ataman, 2005). Structures with a learning-teaching atmosphere where such training is given are called special education institutions.
The person's need for special education is caused by some of the innate characteristics brought about by him/her and the different kinds of events s/he experiences while living a normal life. In other words, the need for special education is a congenital or subsequent condition. At this point, the concepts of injury, disability and obstacles related to special education emerge. The injury is a temporary or permanent disorder of the present structure or function of the person that occurs in the physiological or mental dimension of the person. Disability is the prevention of a person's inability to fulfill the skills s/he performs in normal life as a result of the injury. The obstacle is a person's inability to maintain a normal life because of the inability to adapt to the social environment or is unable to achieve something (Ozsoy, Ozyurek & Eripek, 2000;Ataman, 2005;Usta, 2009). These three situations are factors that cause a person to need special education.
Persons in need of special education have different characteristics than persons with normal intelligence and skills. These differences make them special. Jain (2006) describes the characteristics of different persons as follows: 1. They are significantly different from normal individuals. 2. Differences can be emotional, mental, physical and social. One or more of these may create a difference in the individual. 3. An individual with a disability needs a special environment. 4. The special environment for individuals with diversity can be established in a normal school system or in a special education school. This special environment enables the educational goals it needs.
The obstacles or disabilities of the different persons who need special education and which are given some of the above characteristics should be identified correctly. A full understanding of the place of different persons -students or children in the field of special education plays an important role in the success of their educational activities and their normalization. In order to completely understand the place of persons with these differences in the field of special education, accurate recognition and diagnostic services are needed. At the end of the recognition and identification process, the person is included in one of the different groups given in Figure 1 below. These different groups play an important role in the decision of the education type, level, school and learning-teaching environment and the expert support that the person will receive.  (Jain, 2006) It is known that persons with special needs have different needs from their peers in terms of their physical, mental, emotional and social characteristics (Orhan & Genc, 2015). Obstacles that prevent the proper identification of persons with special needs need to be overcome. The first step in developing and creating solutions to problems in each of these areas of disability is to accept and examine them (Metzger, Simpson & Bakken, 2010). Thus, the individual can be identified correctly and special teaching needs can be planned correctly.
Education programs that will enable persons with special needs to gain competencies that will bring him closer to life, special education programs, individualized learning mechanisms and learning-teaching environments should be designed by considering the needs and disability area of the individual. The un-designed teaching atmosphere for the persons in need of special education will not help him/her overcome her vital and social barriers. This will slow-walk or prevent their normalization. The same applies to gifted persons who need special education. Their existing capabilities should be maximized, not their normalization. In this case, arrangements should be also made for gifted persons in the context of programs and teaching-learning process-environments (Bolat & Tekin, 2017). Because special education students in both groups are outside the dominant group. Special education teachers and prospective teachers should be able to realize this distinction and design programs and learning environments that can meet the special needs of persons in need of special education. For this reason, in this study, the opinions of the prospective teachers of special education teaching who were consulted with phenomenological research design about special education institutions and special education field were tried to be examined. In order to realize the main purpose of the research, the following sub-objectives were determined: 1. What are the participants' views on the learning-teaching environment they experience during the institutional experience practices? 2. What kind of learning environment would prospective teachers design? 3. What problems do prospective teachers identify in the field of special education based on observations of institutional experience? 4. What are the solutions for the problems that the prospective teachers identify in the field of special education?

Research Model
The research is a qualitative study, and it was designed in phenomenology. Phenomenology helps to identify or interpret the experiences and observations of individuals about a case. This research is a phenomenological study and takes into account the Husserl approach which explains the present situation (Creswell, 2007). In this study, phenomenology was chosen as the research design in order to reveal the opinions of prospective teachers of special education teaching about special education institutions and special education field in a diagnostic and interpretive manner.

Target Population of the Study
The target population of this study consists of 14 prospective teachers at the 3 rd grade level who took 14 weeks of Institutional Experience course in the 2018-2019 Spring semester. The participants were coded as (P). Information about these teachers are given in Table 1.

Procedure
The Institution Experience course given to the 3 rd year prospective teachers in the special education department in the spring term of 2018-2019 was planned as 4 credits per week, 3 credits are application and 1 credit is theoretical. The course that lasts 14 weeks consists of 12 weeks course, 2 weeks of midterm and final exams. 15 students who are involved in the research universe registered for this course, but one student was not able to complete the course as an absence. Each of these 14 students met for one hour on Tuesdays and presented information, question-answer and discussion about the experiences of the institution. In addition, the groundwork of this study was prepared and the cognitive preparation and awareness of prospective teachers were created. In the 12 th week, a semi-structured interview form consisting of 4 questions prepared by the researcher was distributed to the prospective teachers and they were asked to answer the questions. It was seen that some students transferred their designs to the drawings for the second question.

Data Collection
The data source of the research was composed of 14 prospective teachers from the 3 rd grade who took Institution Experience course in 2018-2019 Spring semester. 14 prospective teachers participated in the research, 8 of them were female, and 6 of them were male. In this qualitative research, an interview form consisting of four questions was used to collect data. In the preparation of the semi-structured interview form, the academic objectives of the Institution Experience course were taken into consideration. The first questionnaire was sent to the academicians who were experts in two different special education fields. These field experts suggested that the two questions should be excluded from the discussion on the grounds that they do not overlap with the objectives of the course. These two items, which could not be reconciled, were removed from the interview form and the remaining four questions were rearranged in terms of language and expression and the interview form was finalized. The questions posed to prospective teachers in the interview form are given below: 1. What are your views on the learning-teaching environment in which you experience during the institution experience practices? 2. If you were, what kind of learning environment would you design? 3. What are the problems you have identified in the field of special education based on your observations in the institution experience? 4. What are your solutions to the problems we have identified in special education?

Data Analysis
As a result of analyzing the data collected in relation to phenomenology, experiences and meanings can be revealed. For this reason, the answers given to the questions in the data collection tool were analyzed by content and categories, subcategories, and codes were created for the related department. In order to conduct a content analysis, it is the processing of the data coming from the data collection tool, coding according to the meaning of the data, switching from the codes to the themes, interpreting the themes and codes and research (Yildirim & Simsek, 2016).

Validity and Reliability of the Study
One of the most important issues in qualitative research is the reliability of the research (Lincoln & Guba, 1985;Shenton, 2004;Creswell, 2007;San Jose, Bahket & Al Alsalhi, 2017). Reliability in qualitative research is based on the reproducibility of the study (Yildirim & Simsek, 2016). For this reason, in order to ensure the reliability of the research, a different field expert other than the researcher read and examined the answers given to the questions and checked whether the phenomena in the context of the research purpose could be measured. The data analysis methods made by the researcher were explained to the field expert so that the transactions performed were controlled impartially. Thus, the reliability of the study was tried to be ensured.
The validity of qualitative research indicates the accuracy of the research findings (Yildirim & Simsek, 2016). In order to ensure the validity of the data collection and analysis processes, the collected data were kept consistent and meaningful. In order to ensure validity, the consistency of the data analysis method with the process was checked in the context of internal validity, and the generalizability of the results reached for external validity was studied. In order to increase the external validity of the research, the research methodology and the activities done in this process are explained in detail. Thus, the validity and reliability of the research were ensured. In addition, the data set and codes obtained are protected in such a way as to allow other researchers to review them.
On the other hand, in the context of the ethical foundations of the research, the participants contributed to the study on a voluntary basis. Their drawings and the information they provided were used in the research, without prejudice to their identity. Special education teachers in the school were informed about the research.

Findings
The findings obtained from the data collection tool used in the study are presented according to the sub-objectives of the study respectively. Table 2 shows the categories and sub-categories of the prospective teachers of the department of special education teachers' answers to the question "What are your views on the learning-teaching environment in which you experience during the institution experience practices?" in the interview form.  When Table 2 was examined, it was seen that 5 different categories have emerged in relation to the teaching-learning environment according to the impressions of prospective teachers of special education teaching during the institution experience. These were "school, classroom, social facilities, auxiliary units and appearance" categories. 21 different subcategories have occurred by these categories. The concept cloud formed by the views of the learning-teaching environment experienced during teacher institution experience practices is given in Figure 2.

Figure 2.Learning-teaching environment according to prospective teachers
The most prominent situation among the categories in Figure 2 is the sub-category of "structurally unsuitable for special education purposes" (f=7). Half of the prospective teachers do not see the school as a structure suitable for special education purposes in relation to the learning-teaching environment according to their impressions in the institution experience. A prospective teacher's opinion regarding this situation is given below: "Special education institutions are places where individuals with special needs should receive education. If there is special requirement, these schools should be designed accordingly. I think this structure does not reflect the purpose of special education both in terms of education and school structure." (P7) When the status of the sub-categories in Table 2 was examined, the sub-category "small classrooms" in the classroom category reflected the second important situation regarding the learning-teaching environment by prospective teachers (f=6). A prospective teacher's opinion regarding this situation is given below: The sub-categories "limited social activity area" in the social facilities category, "insufficient number of auxiliary staffs" in the auxiliary units category and "not attractive" in the aspect category are the prominent views of the prospective teachers regarding the learning-teaching environment. Some prospective teachers' opinions regarding this situation are given below: "It is wrong to say that there is no need for social activities here by separating special education from other types of education because our students need more socialization. The two sub-categories in the classroom category "inadequate materials" and "less number of classrooms" stand out among the opinions of prospective teachers. Two prospective teachers' opinions regarding this situation is given below: "When we need to teach skills to special education students, we need to use a lot of tools. In addition, the sub-categories "Inadequate infrastructure", "Inaccessibility for disabled individuals", "Limited to influence environment" and "Unsafe" made up the subcategories of the school category. The sub-categories "Inadequate materials", "Less number of classrooms", "Not properly designed" and "Lack of camera" made up the subcategories of the classroom category. The sub-categories "Lack of sports activities", "Limited access to the social environment" and "Lack of nutritional opportunities" made up the subcategories of the social facilities category. The sub-categories of "Lack of support rooms" and "Insufficient health units" constituted other sub-categories that formed according to the opinions of teachers in the auxiliary units category. In the last category, appearance category, there are sub-categories such as "Colors not properly selected", "No special education differences" and "Look neglected".

2.Teaching-learning environment design
The prospective teachers of the department of special education teaching answered the question "If you were, what kind of learning environment would you design? "in the interview form of the prospective teachers. Some prospective teachers tried to explain the learning-teaching environment in the special education they designed by drawing. When the answers of prospective teachers to this question were examined, it is seen that there are three important categories. The categories and codes related to this question are given in Table 3. I would design a class and education program for the kind of special education the student needs, that is, whatever the disability area is. (P6) I would transport according to the field of mental or physical disability shows. We cannot tell if there is a need for special education without knowing its inadequacy! (P7) I prepare a teaching plan for the student based on learning difficulties. Then I arrange the classroom environment according to the teaching. (P9) In special education, students find it difficult to do something on their own. All work is carried out by the teacher. The teacher should design a classroom where s/he can teach easily. Materials should be within reach. The auxiliary service units should be assisted by the teacher. Otherwise, it seems very difficult to talk about success in special education. (P4) When Table 3 is examined, it is seen that the learning-teaching environment designed by prospective teachers of special education teaching is formed according to three different criteria. In the design of a learning-teaching environment, prospective teachers mostly made a "disability/obstacle centered" (f = 7) design. The area of disability of the learner has come to the forefront at the point of the design. "Student-centered" design (f = 5) was the second design concept preferred by prospective teachers. A small number of prospective teachers participated in the study wants to make a "teacher-centered" (f=2) learning-teaching environment design. Prospective teachers of special education teaching have made some drawings related to the learning-teaching environment they design. Some of these drawings are given below.

Figure 3. Learning-Teaching Environment with Special Education Teacher Candidate Designs
In Figure 3, student names in the learning and teaching environment, which are drawn by prospective teacher P10, are fictionalized. The prospective teacher designed the learning-teaching environment as student-cantered. The design included a game pool, a u-shaped classroom, individual activity table, activity boards, teacher's desk and smart board.

Figure 4. Learning-teaching environment with special education prospective teacher designs
In Figure 4, the learning and teaching environment, which was drawn by prospective teacher P12, was designed as student-centered. The basis of this design is the u-shape. Smartboard, activity corner, floor activity corner, teacher desk-chair, cloakroom and panels are the elements of the learning-teaching environment within the design. It is seen that the teacher trainee reflects Montessori teaching in the classroom. In the above two drawings, we see studentcentered learning-teaching environment designs.
In Figure 5, in a design made by the prospective teacher P6, it is seen that a learning-teacher environment with a disability/obstacle centered and a settlement design of a special education institution is made. The prospective teacher has made a class department according to the needs of the individuals who need special education. Disability classes were created and their class levels were differentiated. The prospective teacher who designed the playground has designed a special educational institution. The learning-teaching environment design by the prospective teacher P6 is presented in Figure 5. When the designs of the prospective teachers participated in the study are examined, the elements that should be in the special education environment are given in Table 4.  Table 5 shows the categories and sub-categories of the prospective teachers of the department of special education teaching answers to the question "What are the problems you have identified in the field of special education based on your observations in the institution experience?"  When Table 5 was examined, it is seen that prospective teachers stated that there are 7 different problem areas in the field of special education. These problems created the categories of "teacher, teaching environment, legislation, program, students, recognition and orientation". The concept cloud formed by the problems identified by the prospective teachers in the field of special education is given in Figure 6.

Figure 6. Problems in the field of special education according to prospective teachers
It is seen that the categories given in Figure 6 create 34 different sub-categories in Table 6. The category of "teaching environments" appears as the area where they indicate that there are the most problems according to the prospective teachers with 11 different sub-categories. The two most important problems that were prominent in these sub-categories were "quality of teacher training" and "inadequate family guidance" (f=8). These problems were mentioned by more than half of the prospective teachers who participated in the research. The opinions of the two prospective teachers regarding these two situations were given as follows: "The most important problem in special education is that the family cannot act consciously. The reason for this is that families are not adequately directed by experts. Undirected families have difficulties in participating in special education processes. The educational status of the student is affected by this." (P8) "There are not enough academicians in special education departments in the faculty of education. Lessons are given by out-of-field academics. This prevents us from being taught in a quality manner in the field. It is an important problem in our field of teacher training." (P5) Within the sub-categories, "lack of infrastructure" and "student recognition problem" were seen as the second most important problem in the field of special education by prospective teachers. A prospective teacher expresses the situation as follows: "It is possible to encounter problems from time to time in special education. The primary problem is the misdiagnosis of individuals with special education. This can be done deliberately and sometimes accidentally. However, it is very important that the student is identified and guided accordingly. I see this as a very important problem." (P13) The "out-of-field appointments" in the teacher category and the "lack of knowledge" and "social acceptance" subcategories in the family category are seen as the third most important problem identified by prospective teachers in the field of special education (f=6). Regarding these problems, prospective teachers expressed the following: "There are graduates of classroom teaching who come to the special education department outside the field. In our four-year faculty of education, they become special education teachers with 540 hours of training. While it is obvious that these teachers do not have enough information about our field, making appointments outside the field will cause great problems." (P2) "I think there are problems with the student family. The family does not know much about the process. The goals set at the beginning of the year are shared with the parents, but the parents do not know what to do. I see family education as a condition for special education. Sustainable education cannot be provided when the family cannot participate and is not involved." (P8) "Individuals in need of special education do not receive acceptance in society. How can others accept the situation of their own children while others cannot accept them? They're prejudicing these kids! Unfortunately, there are problems in accepting that the existence of these individuals in society is a social entity." (P14) Other sub-categories that prospective teachers see as a problem in the field of special education are "low number of teachers", "lack of knowledge of teachers", "preference of prospective teachers", "second university problem", "lack of in-service training" and "inability to use appropriate methods and techniques". An example of participant opinion in this category is given below: "Another problem is the students of the special education teaching department. Since the number of appointments in the department is higher, it is full of graduates from other departments and students who leave school and are exempt from some courses. They prefer teaching special education. In this case, some are married and have children. They're having trouble coming to class. Some people can't learn. There are those on the second or third university. Class and department structure is quite complicated." (P8) In the teaching media category, problems of "small classes", "limited educational material", "individuals with different disabilities in the same class", "less number of classrooms", "lack of sport activities", "lack of social environment", "insufficient number of auxiliary staffs", "lack of nutritional opportunities" "lack of support rooms", "insufficient health units" have created sub-categories.
In relation to one of these situations, a prospective teacher stated: "The first thing that caught my attention for me was the number and size of the classes. There are places for students to sit in the classrooms are not large enough to make class activities. Special education classes should be in the dimensions and infrastructure to carry out activities. In addition, the insufficiency of the tools used affects success. The lack of support rooms and health units are problems in my opinion." (P11) Prospective teachers stated that there are problems in relation to the current legislation. This has led to the formation of sub-categories of "regulation of special education institutions", "lack of appropriation", "personal rights of teachers". An example of participant opinion for this category is as follows: "In special education, legal regulations should pave the way for the field. The regulation of special education institutions is not considered as separate institutions such as primary or secondary education, which restricts the work of the field. This situation creates a perception error about these schools." (P3) According to prospective teachers, it is seen that there are problems related to the program in the education process. In this category, "inadequate training programs" and "problems in planning situations" are the sub-categories that occur.
"Since we cannot prepare different classroom environments for special education students and there are not enough teachers, we have difficulties in preparing and implementing programs that will provide adequate conditions for individuals with different types of disabilities. In addition, we can easily see that the educational programs we have are inadequate in the classroom." (P10) The other sub-categories that make up the family category are "neglect" and "refusing communication". Regarding problems in these subcategories, a prospective teacher stated: "I see that families have an introvert structure. It's hard to talk to them about their children. This is partly due to their lack of interest in students and school. Maybe boredom might have made them that way!"(P13) Prospective teachers see the student category as another problem in the field of special education. In this category, "inadequate social living spaces", "different levels of disability and obstacle", "non-attendance to school" sub-categories were formed. Here is an example of participant opinion on this category: "It seems very difficult to create social environments for our students. Their social relations are very weak or seem absent. In addition, it is very difficult to have individuals with different levels of disability in the same class. This situation causes problems to increase."(P5) Recognition and orientation category is the last category that emerged according to the opinions of prospective teachers. In this category, the prominent sub-categories were "inadequate family guidance" and "student recognition problem" subcategories. In addition, the problem of "insufficient Counseling and Research Center services" created the last sub-category in this category.

4.Solutions for problems in the field of special education
The prospective teachers who participated in the research put forward solutions for the problems they identified before. Table 6 presents these solutions. When Table 6 was examined, it is seen that according to the opinions of the prospective teachers, 7 different categories were formed similar to the problems related to the solutions they propose about the problems they have previously identified in the field of special education. The solution proposals in these categories consisted of 23 different subcategories. The solution suggestions of the prospective teachers are given in the concept cloud in Figure 7.

Figure 7. Solutions to problems in special education according to prospective teachers
Prospective teachers of special education teaching see "improving the quality of teacher training" as very important in solving problems (f=9). "Opening new classrooms" and "guiding families" (f=8) are the second most important solutions. "Recognizing the student correctly" (f = 7) is the third solution proposed for the field. The solutions offered by the prospective teachers of special education teaching in the field are as follows:

Conclusion and Discussion
In this study, a phenomenological analysis of the opinions of prospective teachers of special education teachers about institution experience and special education phenomenon has been made. It is possible to reach some conclusions about the field by considering the opinions of the prospective teachers who constitute the research universe.
It has been determined that the prospective teachers do not find the school structure suitable for the purpose of special education regarding the learning-teaching environment. As a supporter of this situation, they find the infrastructure inadequate, and the school has difficulties for the access of the disabled. In the study conducted by Karasu and Mutlu (2014), the situation related to the problems of special education schools reached in the field of special ethics supports the eligibility status of schools for special education in this study.
They also emphasized that the security of these institutions is important for the special education institution which they find limited to influence their environment and that they are not safe. It would not be wrong to attribute the reason that prospective teachers emphasize the necessity of having cameras in classrooms. Considering the special education institution, which is quite lacking in terms of classrooms, it is possible to say that it is very important that the number of classrooms is sufficient and appropriate in size, that the materials are prepared for special education and that they are arranged appropriately. Prospective teachers emphasize that special education institutions should be adequate in terms of social facilities and auxiliary units. As the social, artistic and sporting activities for the special education students will enable them to get closer to life, the prospective teachers' views are correct. In addition, according to the opinions of prospective teachers, it was concluded that nutrition, health, support room and auxiliary personnel facilities are important in the educational institution. Special educational institutions should differentiate from other educational institutions in terms of their structure as well as their appearance. In this study, it was determined that the educational institution should be interesting, the colours should be chosen correctly and the structure should be well-maintained and appropriate to create the difference of special education. In this study, it can be said that the two studies support each other in terms of the parallel with the problems identified by Gunduz and Akin (2015) in special education schools.
It was concluded that most of the students acted with a disability/obstacle centered approach while designing the learning-teaching environment of the prospective teachers. Student-centered design and teacher-centered design were found to be other approaches preferred by prospective teachers.
According to the opinions of the prospective teachers, there are 7 different problem areas in the field of special education. It was concluded that these problems were related to the field of "teacher, teaching environments, legislation, program, students, recognition and guidance".
It has been determined that prospective teachers perceive the quality of teacher training and insufficient family guidance as to the most important problems in the field of special education. It was concluded that the lack of infrastructure in teaching environments and the deficiencies in recognizing disabled individuals are considered as the second important problem. It has been concluded that other important problems are seen as out-of-field appointments in the field of special education, lack of sufficient level of knowledge of the family and difficulties in social acceptance of disabled individuals. The insufficient level of family education in special education will prevent the achievement of the desired goals in special education. Dogan (2015) emphasizes the importance of family education in his study on family and family education in special education and supports the result of family education in this study.
The low number of teachers working in the field was seen as a problem by the prospective teachers. It was seen that the prospective teachers' education programs for special education were inadequate and this was perceived as a problem. Furthermore, according to the participant opinions, it was concluded that the legislation regulating the special education area was inadequate.
It has been observed that the prospective teachers not only identify the problems but also provide solutions for them. This situation can be interpreted that they will be well-educated teachers who can intervene in the crisis in the special education field. Participants considered improving teacher quality as an important solution. Increasing the number of teachers and abandoning out-of-field appointments were among the suggestions that could solve the problems of special education. Increasing the number of classrooms, improving their infrastructure, and making them ready by tools and support units stand out among the solution proposals. In addition, it was concluded that special education institutions should complete by elements such as arts, sports, social activities, health and nutrition.
It can be said that the prospective teachers who give suggestions to solve the problems in order to organize the family education of special education students, to eliminate the deficiencies of knowledge, and to realize the social acceptance of the students both by the family and in the society give great importance to the family in special education.