Innovative Family-Centered Practices in Personnel Preparation

Although early childhood special education recommended practices and professional standards support the use of family-centered practices in intervention service delivery, empirical investigations have concluded that providers either do not value such practices or lack the skills necessary to build a...

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Bibliographic Details
Published inTeacher education and special education Vol. 28; no. 1; pp. 74 - 77
Main Authors Mandell, Colleen J., Murray, Mary M.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.01.2005
Allen Press, Inc
Subjects
Early Intervention
Investigations
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Summary:Although early childhood special education recommended practices and professional standards support the use of family-centered practices in intervention service delivery, empirical investigations have concluded that providers either do not value such practices or lack the skills necessary to build and maintain parent-professional partnerships. Given that preservice programs tend to rely on field-based experiences as the pedagogical forum for providing preservice students experiences with families (Miller & Stayton, 1996), they are less likely to develop family-centered dispositions and skill sets (Rosenkoetter & Stayton, 1997).
ISSN:0888-4064
1944-4931
DOI:10.1177/088840640502800108