Publication Date
2024
Description
Due to the important impact family-professional collaboration has on child outcomes for infants, toddlers, children, and students with disabilities, research in special education preservice personnel preparation has evaluated the impact of higher education programs and curricula geared towards improving preservice educators’ knowledge and practices regarding family-professional collaboration in inclusive settings. The resulting qualitative and quantitative literature has provided the field with insights as to instructional strategies faculty have implemented to better prepare preservice special educators to collaborate with families. The purpose of this mixed-methods systematic review was to identify and synthesize the current state of knowledge behind these instructional strategies intended to increase preservice educators’ knowledge and practices to collaborate with families. A total of 15 peer-reviewed journal articles published between 1968-2024 were included in the study. Findings indicate that various instructional strategies and outcome measures were used to measure preservice educators' knowledge and practices. Implications for future research are described.
Journal
Head Start Dialogue
Volume
27
Issue
1
First Page
117
Last Page
141
Department
Education
Link to Published Version
file:///Users/jrv010/Downloads/PanseBarone+DONE%20(1).pdf
Recommended Citation
Pansé-Barone, Chelsea; VanLone, Janet; George-Puskar, Annie; and Ziegler, Lisa. "Preservice Preparation Practices to Increase Family-Professional Collaboration: A Mixed-Methods Systematic Review." (2024) : 117-141.
Included in
Disability and Equity in Education Commons, Early Childhood Education Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons