On-the-Job Practices of Early Childhood Special Education Providers Trained in Family-Centered Practices

• Published in: Journal of early intervention Vol. 28; no. 2; pp. 125 - 138
• Main Authors: Murray, Mary M., Mandell, Colleen J.
• Format: Journal Article
• Language: English
• Published: Thousand Oaks, CA Sage Publications 2006; Division for Early Childhood, Council for Exceptional Children; SAGE PUBLICATIONS, INC
• Subjects: Early Childhood Education; Early Intervention; Family Programs; Interviews; Masters Programs; On the Job Training; Policy Analysis; Preschool Children; Preservice Teacher Education; Qualitative Research; Social Support Groups; Special Education; Special Education Teachers; Teacher Attitudes; Work Environment; Young Children
• ISSN: 1053-8151; 2154-3992
• DOI: 10.1177/105381510602800204

This qualitative study investigated the use of family-centered practices by graduates of two early childhood special education personnel preparation programs that embedded family-centered pedagogy and involvement in all coursework. Three cohorts, involving 19 graduates employed in 19 different programs located in six states, participated in individually administered interviews to identify their perspectives about and use of family-centered practices in their work environments. All graduates were committed to and described using family-centered practices, but the large majority of graduates also identified significant barriers to using family-centered practices, including lack of support from colleagues and administrators and lack of policies related to working with families. Implications for preservice preparation, policy makers, and service programs are discussed.