Abstract
Introduction: Various studies have demonstrated that individuals with special needs are at a higher risk of experiencing privacy violations compared to their typically developing peers. For individuals with special needs to acquire the necessary knowledge about privacy, educational interventions must be implemented to address issues related to privacy. At this point, special education teachers bear significant responsibilities. This study aims to examine the views and experiences of special education teachers regarding privacy education.
Method: This study employed a phenomenological design, a qualitative research method. The study group consisted of 20 special education teachers. A semi-structured interview form was used to collect data. The interviews were conducted face-to-face. The obtained data were analyzed using the content analysis method.
Findings: As a result of the analyses, four main themes were identified: the content of privacy education, privacy violations and coping methods, the instruction of privacy education in the classroom, and the level of family involvement.
Discussion: The findings revealed that special education teachers had limited knowledge and skills regarding the content of privacy education, coping methods for privacy violations, and the instructional process. Additionally, the findings suggested that family collaboration during the privacy education process is insufficient, and the level of family involvement varies depending on several factors. The findings are consistent with the existing literature and support the need for structured programs for special education teachers as well as efforts aimed at increasing family participation.