A powerful glimpse from across the table: reflections on a virtual parenting exercise

Abstract

Transformative learning occurs when students engage in activities that challenge formative assumptions about the world and how it works. The Family Collaboration Portfolio was designed as an interactive simulation exercise in which preservice professionals critically examined their assumptions of parenting a child with a disability through becoming the parent of a virtual child with a disability. Activities were based on interactive pedagogical strategies associated with transformative learning, such as case studies that involved the exploration of themes of power and disempowerment, engagement with feelings and emotion, reflective journaling and learning in relationship. Data from portfolio activities completed by students in three graduate education classes were analysed qualitatively. Findings suggest increased understanding of parents of children with disabilities and enhanced support for parent-professional collaboration within the educational environment.

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