Examining Preservice Special Education Teachers' Biases About Families Through a Family as Faculty Approach

• In Event: 45.093 - MTCC Roundtable Session 18
  In Roundtable Session: 45.093-2 - Inclusive Teacher Education Practice Across Contexts

Abstract

This paper centers on a participatory qualitative study in which 22 pre-service special education teachers (i.e., undergraduate students) wrote about and reflected upon their perceptions of families of children with dis/abilities over a semester-long course built on a Family as Faculty (FAF) model. Parents of children with dis/abilities co-planned and taught specific classes within this teacher preparation course. The authors examine pre-service teacher responses to FAF experiences. Though many students demonstrated growth in their understandings of parent participation, there were some who continued to view parents/families through deficit lenses. Students’ reflections of parents/families, though well-intended, often used cloaked language revealing underlying assumptions. FAF approaches that take a critical stance can unveil hidden biases and assist students with self-awareness.

Authors

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

• Josh Manlove, Indiana University - IUPUI

• Shanna Marie Stuckey, Indiana University - Indianapolis