“The Voice of the Parent Cannot be Undervalued”: Pre-Service Teachers’ Observations after Listening to the Experiences of Parents of Students with Disabilities

Katherine A. Koch
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Katherine A. Koch: Department of Educational Studies, St. Mary’s College of Maryland, 47645 College Drive, St. Mary’s City, MD 20686, USA

Societies, 2020, vol. 10, issue 3, 1-22

Abstract: The purpose of this qualitative research was to consider the influence of parent interaction on the perspectives of pre-service teachers with regards to their interactions with and instruction of students with disabilities. The data set for this research was 106 reflection papers written as part of a class assignment after the pre-service teachers participated in a discussion panel with parents of children with disabilities. The pre-service teachers were asked to reflect on things they learned after listening to the parents and how they would use that information in their future interactions with parents when they had their own classrooms. The findings suggest that listening to the parents’ experience from the parents themselves had an impact on the pre-service teachers and would positively influence their future interactions. Recommendations to improve opportunities for parent exposure in teacher-education programs are provided.

Keywords: pre-service teacher education; parents; collaboration; special education; disability (search for similar items in EconPapers)
JEL-codes: A13 A14 P P0 P1 P2 P3 P4 P5 Z1 (search for similar items in EconPapers)
Date: 2020
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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