Transforming Student Perspectives toward Families: Examples from Pre-Service Training.

Autor/inn/en	Brown, Carole W.; und weitere
Titel	Transforming Student Perspectives toward Families: Examples from Pre-Service Training.
Quelle	(1991), (17 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Course Descriptions; Course Objectives; Disabilities; Early Intervention; Graduate Students; Higher Education; Infants; Parent Participation; Parent Teacher Cooperation; Preservice Teacher Education; Special Education; Student Attitudes + Suchen Sie Ihr Suchwort? Kursstrukturplan; Handicap; Behinderung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Infant; Toddler; Toddlers; Kleinkind; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehramtsstudiengang; Lehrerausbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülerverhalten
Abstract	In the fall of 1990, and again in the fall of 1991, George Washington University invited a parent of a special needs child to assist in the teaching of a course on the dynamics of family intervention. The rationale for this action was to: (1) give students a personal experience with a parent of a special needs child; and (2) provide a model of the parent-professional partnership. The course purpose and objectives were modified slightly from earlier years to reflect the new emphasis on partnerships between parents and professionals. Objectives of the course syllabus are listed, and several course readings are described. The relationship between the professional teacher and the parent evidenced challenges similar to those facing parents and professionals in other settings. In the fall 1990 semester, 8 students enrolled in the course; in the fall 1991 semester, 11 students enrolled. Interviews with students conducted after the completion of the course revealed their positive reaction to the parent's role in the course. Two bibliographic items are cited. Appended materials include copies of the interview questions with a sampling of students' responses, and a personal manifesto on the relationship between parents and professionals. (BC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC