Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Topics in Early Childhood Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Murray, M. M.
Right arrow Articles by Mandell, C. J.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Evaluation of a Family-Centered Early Childhood Special Education Preservice Model by Program Graduates

Mary M. Murray

University of North Carolina at Greensboro, Mmmurray{at}uncg.edu

Colleen J. Mandell

Bowling Green State University

This qualitative study evaluated the impact on program graduates of two personnel preparation projects founded on a family-centered preservice model and funded by the Office of Special Education Programs. Three cohorts totaling 22 participants were interviewed to (a) determine their attitudes and skill level in working with a diverse group of families and (b) identify pedagogical practices that reinforced the use of family-centered practices on the job. Results revealed that participants' perceptions were similar, indicating that confidence in utilizing family-centered practices was the result of the multiple opportunities their preservice program provided them to interact with families. Family involvement in content-based and field-based coursework, as well as parent-members in the cohorts, positively affected utilization of family-centered practices in their careers.

Topics in Early Childhood Special Education, Vol. 24, No. 4, 238-249 (2004)
DOI: 10.1177/02711214040240040501
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional ChildrenHome page
M. M. Murray and E. M. Curran
Learning Together with Parents of Children with Disabilities: Bringing Parent-Professional Partnership Education to a New Level
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, January 1, 2008; 31(1): 59 - 63.
[PDF]

Home page
 Journal of Early InterventionHome page
M. M. Murray and C. J. Mandell
On-the-Job Practices of Early Childhood Special Education Providers Trained in Family-Centered Practices
Journal of Early Intervention, January 1, 2006; 28(2): 125 - 138.
[Abstract] [PDF]