Collaborating With Racially Minoritized Families of Disabled Youth to Inform and Transform Educator Professional Training

• In Event: The Power of Relationships in Family, School, Community Partnerships

Abstract

In an era of educator shortages, continued overrepresentation of racially minoritized students in special education, and limited racial diversity in the PK-12 educator workforce, it is imperative for university trainers in educator professional training programs to consider innovative partnerships that support disabled youth at the intersections of race, language, and other minoritized identities. The Family as Faculty framework offers this innovation by centering families of disabled youth as leaders in preparing future educational professionals. Research presented focuses on the outcomes and application of this framework as implemented within two university programs, one representing the preparation of special education teachers and the other school psychologists.

Authors

• Cristina C. Santamaria Graff, Indiana University - Indianapolis

• Terese Aceves, Loyola Marymount University