Using a "Families as Faculty" Model to Prepare Special and General Education Teacher Candidates

• In Event: 66.031 - New Understandings and New Directions: Innovative Practices to Support Shifts in Preservice Teacher Perspectives

Abstract

Through a “Families as Faculty” model family members of children with dis/abilities are positioned as experts in planning and implementing course curriculum in an undergraduate, special education teacher preparation course. Family members plan and organize family-led discussion sessions with the instructor. Through presentations and structured discussions, family members elaborate on specific aspects of dis/ability and special education topics to enhance course material to increase pre-service teachers’ awareness of communicative practices and interpersonal interactions that positively impact their relationships with the students they teach and their families. Data collection instruments include a pre- and post-beliefs’ survey of teacher-family collaboration, reflective journal writing, and audio/video recorded class sessions. Analysis is centered on evolving student perceptions of positive teacher-family collaborative relationships.

Author

• Cristina Corrine Santamaria Graff, Indiana University - Purdue University at Indianapolis