The purpose of this research is to determine the expectations of class teachers from families of students with learning disability during the period of time whereas those students learn how to read and write. In this research – which designed to be a phenomenological research amongst other qualitative research methods – face to face meeting technique was used. A meeting form which made up of ten questions was prepared by the researcher. A group which consisted nine class teachers was chosen to be the pool of the research. Descriptive analysis was used to analyze the data collected. The results of the research show that teachers want to collaborate with families, nevertheless couldn’t receive enough support. Teachers expect families to guide the student during homework, do free reading activities with the student, and review class material with the student. Furthermore, teachers stated that families need to have a grasp of sound based sentence method and fallow the method used in classroom in order to contribute the learning process.
Teaching Reading and Writing, Family Involvement, Special Learning Disability.