Compromise in Collaborating With Families: Perspectives of Beginning Special Education Teachers

Hansuvadha, Nat

doi:10.1080/10901020903320270

Cited by 5 publications

(3 citation statements)

References 31 publications

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“…Despite the recognized need, teacher educators in EC/EI/ECSE have faced challenges in preparing students to partner with families from diverse cultural and linguistic backgrounds (Banerjee & Luckner, 2014; Fults & Harry, 2012; Hansuvadha, 2009). Building on the definition of “family–professional partnerships,” above, we use the term “cross-cultural partnerships” to describe future practitioners’ positive relationships with families from diverse backgrounds.…”

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confidence: 99%

Inclusive, Democratic Family–Professional Partnerships

Beneke

Cheatham

2015

Topics in Early Childhood Special Education

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Family–professional partnerships are vital to the provision of appropriate and effective special education services for young children. Despite the recognized need, teacher educators in early childhood and early childhood special education have faced challenges in preparing their students to partner with families from diverse cultural and linguistic backgrounds. In this article, we assert that for pre-service early childhood/early childhood special education teachers to prepare for cross-cultural family–professional partnerships, teacher educators can take a democratic, inclusive perspective and address conceptualizations of culture and language. To this end, we first explain meanings of inclusive education and democratic partnerships. We then focus on conceptualizations of culture and language in developing cross-cultural partnerships. Finally, we provide recommendations to prepare pre-service teachers to form more democratic and inclusive cross-cultural partnerships with families from culturally and linguistically diverse backgrounds.

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confidence: 99%

Inclusive, Democratic Family–Professional Partnerships

Beneke

Cheatham

2015

Topics in Early Childhood Special Education

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“…It is problematic that school personnel were unable to adequately consult parents about Deaf-Plus children's educational placements and yet still represented themselves as experts about the education of these children. This follows a scant amount of literature produced about this hard to access topic (Crawford, 2008, Hansuvadha, 2009. The problem lies not just that personnel are underqualified, but in our expectations and casting of who special educators must be.…”

Section: Discussionmentioning

confidence: 99%

Determining Language and Inclusion for Deaf-Plus Children

Singer¹,

Cacciato²,

Kamenakis³

et al. 2020

iejee

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“…these programs rarely consider families' perspectives in the development of curriculum and experiences for pre-or in-service teachers, even though most new early childhood educators report feeling unprepared to teach young children with disabilities (Jones, 2003;Murray and Curran, 2008). While the importance of family involvement is widely acknowledged (Bermudez and Marquez, 1996;Blue-Banning et al, 2004;Epstein, 1985;Epstein and Dauber, 1991;Rioux and Berla, 1993;Valdes, 1996), research regarding the contribution of families to the education of early childhood teachers is sparse (Ferrara, 2009;Hansuvadha, 2009;Jones, 2003).…”

Section: Introductionmentioning

confidence: 99%

Families of children with disabilities helping inform early childhood education

Swart

Muharib

Godfrey-Hurrell

et al. 2021

JCS

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Purpose This paper aims to survey and interview parents of young children with disabilities to document their perspectives on what professionals working with their children need to know. Rather than comparing opinions over time or as part of an outcome study, this paper met with participants at a single point in time for a conversation addressing two questions with implications for training, program development and continuing research, namely, to what extent do families believe the Advancing Community College Efforts in Paraprofessional Training (ACCEPT) standards and topics are important to include in educational programs preparing professionals to work with young children with disabilities in inclusive settings (survey)? How satisfied or dissatisfied are families with the practices of early childhood educators working with their children with disabilities in inclusive and other settings (focus group)? What knowledge and skills do families recommend are important for the preparation of early childhood educators working with children with disabilities in inclusive and other settings (focus group)? Design/methodology/approach An exploratory design was used to gather information for use in future research and program development and research efforts. Descriptive statistics were compiled for the survey data and focus group interviews were content-analyzed for themes consistent with the project’s eight standards and topics. Findings Analyzes of survey and focus group interview data indicated that parents/caregivers held consistent views about information and skills needed to prepare teachers and others to work with children with disabilities in inclusive settings. Parents/caregivers were asked to complete a brief survey prioritizing the importance of the eight ACCEPT standards and topics when preparing early childhood educators for working with children with disabilities in inclusive settings. They all (n = 21) rated each standard and topic as “very important” (4) and provided 184 comments during follow-up interviews that represented positive examples, negative examples and recommendations distributed across the eight focusing standards. Originality/value This research identified the need for educators to understand the high value and importance of communication with parents of children with disabilities. This study further suggests the need for teachers to value each child’s individual needs and differences for their relationships with children and families to thrive.

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Compromise in Collaborating With Families: Perspectives of Beginning Special Education Teachers

Cited by 5 publications

References 31 publications

Inclusive, Democratic Family–Professional Partnerships

Inclusive, Democratic Family–Professional Partnerships

Determining Language and Inclusion for Deaf-Plus Children

Families of children with disabilities helping inform early childhood education

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