BAŞKURT, F.K.GÖKSOY, S.2024-08-232024-08-2320231302-5600https://doi.org/10.37669/MILLIEGITIM.1236840https://hdl.handle.net/20.500.12684/14642In this study, it was aimed to investigate the effects of many problems faced by teacher parents who have children with intellectual disabilities on the professional behavior of teachers. In this research, in which case study design and phenomenology design, which are qualitative research methods, were used, there were 6 teachers working in schools affiliated with Düzce Provincial Directorate of National Education. In the study, in which the criterion sampling method was used, the data of parents were collected with semi-structured interview forms consisting of open-ended questions. Inductive content analysis was used to analyze the data. In line with the findings, themes, sub-themes and codes were created and the opinions of the participants were included in the research by making direct quotations. As a result of the research, it is seen that parents patiently approach the problems that their children face due to their intellectual disability, they do it over and over again in order to teach a skill or knowledge in their children’s education, and they simplified the knowledge and skills in order to teach them to children. It is seen that parents use both the solution methods they find for the problems arising from their children’s intellectual disability, and the methods and techniques they use in their children’s education, in classroom activities and practices. As a result of the research, it has been found that the situations that parents face because of their children’s intellectual disability shape their professional behaviors. © (2023), (T.C. Milli Egitim Bakanligi). All Rights Reserved.en10.37669/MILLIEGITIM.1236840info:eu-repo/semantics/openAccessindividual with intellectual disabilityprofessional behaviorteacher parentArticle532428779062-s2.0-85193422891Q3