In our institution, our project, started with the evaluation of inclusion students to the secondary education, continued with the evaluation of home environment, stimuli to children and interaction between parent and children. We saw in the research that in our city, disabled individuals are not supported to their developmental areas in their education, in their home environment and in their social circles and they are alienated and left alone in their lives. Their families, fighting with poverty, are getting away from social and regional adaptation. However, rapidly developing economy with the effect of becoming an information and industry society caused cultural and demographical changes in modern day societies. Increased cultural, racial, lingual variety and social scissors changed family models considerably. This situation changed the relationship between schools and families. Families now take multiple roles in schools. Ministry of National Education has set a more active role for families in special education as part of the new curriculum. It is wanted that families take place in the whole process in raising their disabled children. This presents an importance in meeting their complicated needs and in their educations. As part of this, parents not having enough information about their disabled children’s developmental properties and teachers not explaining in the level of education or understanding of parents constitute a problem at the start of the communication. It damages the communication between parent and teacher that parents blame themselves for the disability and teacher acts impatient, doesn’t know active listening and doesn’t use body language. Education is badly affected as teachers don’t exercise their knowledge which they leaned in universities. Teachers keeping family away from education practices become insufficient in developing children’s individual performances. In our schools there are no social activities organized for disabled children, and parents aren’t encouraged in this aspect. It has been seen that social facilities in our city are not suitable for the use by disabled individuals, and it is determined that disabled individuals rarely take place in social activities. Lack of activities for the students with fewer opportunities and with more disadvantageous histories than their peers caused the social adaptation to decrease. For families to be aware of every step of the education of their children and to eliminate the risk of children failing, parent-teacher co-working strategies are needed to be developed. Our project is prepared in order to make the job education institutions for special education requiring individuals (disabled individuals) more efficient by including families in the education and giving them knowledge about the disabilities of their children. Moreover, our project aims to remove the inadequacy of instructors, and to analyze European applications and adapt successful ones to our countries thus contributing to increase the performance in education in our country. And it is aimed to consult our foreign colleaguesin the topic of instructor’s approach to parents, and to raise harmonious individual, harmonious families. Besides, among our aims are, acquiring new skills, increasing the quality of life, acquiring social union. With our project, it will be ensured that parents gather more knowledge in special education and child raising skills and parents are made aware of their involvement in the lives of their children’s education. As the communication between instructors and parents will be more innovative, school-family collaboration will increase and this will affect the education positively. Non-government organization members will be considered parents at the same time thus parent-school collaboration will extend to every area. In the future, special education and support services may become more effective with the collaboration of teachers, parents and individuals of the society. Our project establishes this collaboration. At the end of this project, extending the knowledge gathered from the applications in Europe to Turkey and both the parents’ and the special education personnel’s collaboration will increase the quality in education. Institutions administering social activities will adapt innovations for disabled people by analyzing facilities in other countries. With this social integration will increase.