Preparing Pre-Service Special Education Teachers to Facilitate Parent Involvement, Knowledge, and Advocacy: Considerations for Curriculum

Autor/in	Strassfeld, Natasha M.
Titel	Preparing Pre-Service Special Education Teachers to Facilitate Parent Involvement, Knowledge, and Advocacy: Considerations for Curriculum
Quelle	In: Teacher Education and Special Education, 42 (2019) 4, S.283-296 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406418806643
Schlagwörter	Preservice Teachers; Special Education Teachers; Parent Participation; Preservice Teacher Education; Advocacy; Facilitators (Individuals); Family School Relationship; Beginning Teachers; Students with Disabilities; Conflict Resolution; Federal Legislation; Equal Education; Educational Legislation; Parent Education; Related Services (Special Education); Parent Teacher Cooperation; Information Centers + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Elternmitwirkung; Lehramtsstudiengang; Lehrerausbildung; Sozialanwaltschaft; Junior teacher; Junglehrer; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Conflict solving; Konfliktlösung; Konfliktregelung; Bundesrecht; Bildungsrecht; Schulgesetz; Parents education; Elternbildung; Elternschule; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	More than 40 years after passage of the Individuals with Disabilities Education Act (IDEA), some special education teacher preparation programs offer limited coursework on parent involvement, advocacy, or home-school collaboration. For pre-service special education teachers and/or novice special education teachers working with students with disabilities and their parents in practice, prior parent involvement coursework often enhances knowledge and abilities to provide resources, advocacy support, and insight. Yet, for this to occur in practice, special education teacher preparation program faculty should continue to consider how curriculum that instructs and provides resources regarding home-school collaboration, advocacy, conflict resolution, and federal legislation and programmatic support can enhance parent involvement. Therefore, this article examines IDEA parent involvement provisions, IDEA-mandated and federally funded conflict resolution options, and Parent Training and Information Centers that provide parents resources and support. Also, this article offers suggestions for teacher preparation faculty developing or refining parent involvement curricula. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01