Special Education Teacher Preparation for Family-Professional Partnerships: A National Survey of Teacher Educators

• In Event: 15.028 - Quantitative Research in Qualitative Spaces

Abstract

Family-professional partnerships (FPPs) benefit all students, particularly those with disabilities. Although special education teacher preparation programs offer a viable and sustainable way to enhance FPPs, little is known about the degree to which these programs address FPPs within their curricula. Using survey methodology, 113 special education faculty members across 52 institutions in the U.S. responded to questions specific to how their special education teacher preparation programs address FPPs. Results indicated (a) a disconnect in the value and implementation of FPP-related knowledge and skills at the program and individual faculty levels and (b) patterns of inconsistent FPP-related content coverage across undergraduate and graduate offerings as well as across FPP-specific and non FPP-specific coursework. Implications for practice and future research are discussed.

Authors

• Kathleen Kyzar, Texas Christian University

• Tracy Gershwin Mueller, University of Northern Colorado

• Grace Francis, George Mason University

• Shana J Haines, The University of Vermont