This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Rupiper, M. Articles by Marvin, C. Search for Related Content Social Bookmarking                         What's this?

Preparing Teachers for Family Centered Services: A Survey of Preservice Curriculum Content

University of Nebraska-Lincoln.

Christine Marvin, Ph.D.

University of Nebraska-Lincoln.

A family-centered approach is recommended as best practice in the field of early intervention. However, recent research suggests that some professionals in the field do not always implement family-centered services. This study investigated the content taught to pre-service early intervention/early childhood special education students regarding family-centered services. Eighty-two faculty members from institutions of higher education across the U.S. rated the importance of and the extent to which they taught five categories of content associated with family-centered services. Content associated with Knowledge of Families, IFSP/IEP Skills, and Respecting Diversity were taught significantly more than Communication Skills and Knowledge of Team Work. All five categories of content were taught to at least a moderate degree and each category was rated as moderately important to crucial for students. The categories rated as most important were also taught most extensively.

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 27, No. 4, 384-395 (2004)
DOI: 10.1177/088840640402700406


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?