The aim of this study is to understand and deepen the needs of families and schools with mentally disabled children in forming social relationships, and to evaluate the perceptions of parents regarding the roles they assume in the socialization of their mentally disabled children. This qualitative research utilized semi-structured interviews as a data collection tool, conducting interviews with a total of five parents. These interviews have identified significant details of experiences. Among the results obtained, it was found that there is a need to integrate children into daily social activities within the family, as children spend most of their time with their families or at school. The need for responding to negative situations, managing emotions, and resolving conflicts in schools is clearly visible. Occasionally, mentally disabled children may exhibit aggressive behaviors that do not facilitate their relationships with peers at school. As a conclusion of the study, it has been determined that families need to implement parenting practices that promote socialization habits. For example, it has been observed that communication that starts within family interactions, such as asking politely, expressing gratitude, discussing, and sharing with other people around, will be beneficial. In schools, there is a necessity for teachers to work closely and complementarily with families and to empower children in negotiation and mediation for the peaceful resolution of conflicts.

Mental disability, social relationships, family communication, parental role, needs.