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The authors describe how the participation of Family as Faculty parents in case-based instruction influenced 16 beliefs of 89 special education teacher candidates about the value of partnering with parents. The parents, who all had children with disabilities, participated in a simulated individualized education program meeting that was embedded in a teacher-preparation course to bring authenticity to the experience. Results indicated that using parents as co-instructors strengthened 3 family-friendly beliefs and reduced 4 beliefs that do not support family partnerships. Implications included the importance of educators' directly involving parents in preparing teacher candidates to collaborate positively with families.
Patterson et al. (Tue,) studied this question.
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