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The IEP partnership of parent and student teacher was based upon a real program in Florida between special education teachers and parents, and the simulated meetings were monitored by the future special education teachers' instructors.
Statement of research problem
What is the value of adding a case-based Family as Faculty activity to a special education teaching degree program?
Underlying theoretical models
The model of this case-based approach was a case study, by definition, or a simulation of an IEP meeting.
Summarize the conceptual basis of the research study
Simulated case meetings can better help teachers prepare themselves for teaching in the 'real world' in a way that acknowledges the important contribution of families in designing IEPs, and simulating these models and asking questions of both participants afterwards is a good measure of this pedagogical model's efficacy.
Description of research procedures
22 special education teachers, 16 general educators, 51...
A focus group was also conducted, and feedback was positive.
Conclusion
While the effort seems a worthwhile component of a student educational program, there is a question as to the value of merely surveying parents and teachers immediately after the session. The real question is if the simulated IEP meeting improved the quality of interaction between parents and special education teachers. Doing a follow-up survey is necessary to see if teachers deployed this approach within their own classrooms, after graduation.
Works Cited
Patterson, K., K. Webb, & K. Krudwig. (2009). Family as faculty parents: Influence on teachers' beliefs about family partnerships. Preventing School Failure, 54(1), 41-50. Retrieved July 30, 2009, from Research Library. (Document ID: 1782040011).
Works Cited
Patterson, K., K. Webb, & K. Krudwig. (2009). Family as faculty parents: Influence on teachers' beliefs about family partnerships. Preventing School Failure, 54(1), 41-50. Retrieved July 30, 2009, from Research Library. (Document ID: 1782040011).
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