A National Survey of Special Education Teacher Preparation Programs Regarding Their Inclusion of Family Focused Components of the CEC Common Core of Knowledge and Skills

Abstract

This study examined the practices of universities and colleges throughout the United States with regard to the inclusion of family issues courses in their teacher preparation programs. Data were collected from 101 institutions offering graduate/undergraduate/associate degree and/or certification programs and specialization in both early childhood and mildlmoderate areas of disability. The manner in which family issues were incorporated into the programs of study, the time involved, and the extent to which the CEC Common Core of knowledge and skills was emphasized were of primary interest. Results indicated that most early childhood programs required one or more separate courses in family issues; however, most mild/moderate ones integrated this content within the general special education curriculum, spending approximately 1 to 2 hours per semester in related discussion. The need to train teachers in effective communication/consultation skills, to foster constructive relationships, and to engage in responsive collaboration with parents on planning educational programs received highest priority in the reported programs. Cultural and environmental influences on learner characteristics, knowledge of family diversity and dynamics relative to developing instruction, and involvement of family in assessment and as members of the educational team reflected the lowest levels of concern by the participants in the study.

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