Partnering Preservice Teachers With Families in Supporting Children With Autism Spectrum Disorder

• In Event: Marriott Roundtable Session 12
  In Roundtable Session: Preparing and Retaining Transformative Special Education Teachers

Abstract

Despite the widespread acknowledgement of the value of family partnerships in the field of special education, relative coursework and authentic learning opportunities are rarely provided to pre-service teachers. This poster presented the preliminary results of a study designed to investigate how a “train the trainer” mentoring program prepared pre-service teachers to partner with families in supporting children with autism spectrum disorder. Qualitative analysis of data from two triangulations with multiple sources and methods indicated that the mentoring experience fostered pre-service teachers’ pedagogical learning and reflective practices, while improving their implementation of recommended practices to interact and support the families effectively. Implications for program dissemination were discussed.

Authors

• Qing Liu, Yew Chung College of Early Childhood Education

• Wu-Ying Hsieh, University of Northern Iowa

• Kit Chan, The University of Hong Kong