Identifying the Expectations and Suggestions of Parents of Students with Specific Learning Difficulties Regarding Special Education and Rehabilitation Centers

This study aims to identify the expectations and suggestions of parents of children with specific learning difficulties (SLD) regarding special education and rehabilitation centers. SLD is a condition where individuals face neurodevelopmental challenges in acquiring and utilizing skills in areas such as speech, reading, writing, and mathematics. The study focuses on parents' lack of knowledge during the diagnosis process and their expectations from educational centers. The research was conducted using the phenomenology method, one of the qualitative research designs. Semi-structured interviews were conducted with ten parents whose children with SLD have been receiving special education services for at least six months. The data were analyzed by creating themes, and participants were selected using purposive and snowball sampling techniques. Parents prioritize the expertise of teachers, the physical conditions of the centers, and individualized education programs when selecting special education centers. Additionally, they demand support for their children’s social and emotional skills over academic development. Regular communication, the provision of a safe educational environment, and personalized approaches by teachers are among the key expectations. The findings reveal that parents’ concerns and expectations during the special education process can be addressed through an educational approach tailored to the individual needs of their children. The study highlights the importance of collaboration between centers and parents, as well as the necessity of individualizing educational programs.