L’arte D’arrangiarsi: Evaluation of an Innovative Practice in a Preservice Practicum

Macy, Marisa; Squires, Jane

doi:10.1177/1053815109352585

Cited by 3 publications

(1 citation statement)

References 22 publications

(24 reference statements)

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“…Family as Faculty is a term to describe an approach to teaching or research in which family members take on leadership roles, teach others through their insider perspectives, and broaden understandings of those who are working with or for their children (Heller & McKlindon, 1996;Johnson, Yoder, & Richardson-Nassif, 2006). These approaches originate from familycentered healthcare models and have been adapted in special education teacher education programs to influence and impact pre-service special education teachers' dispositional understandings of working and collaborating with parents/families of children with dis/abilities 1 (Forlin & Hopewell, 2006;Macy & Squires, 2009;Patterson, Webb, & Krudwig, 2009;Williams, 2012). Specifically, we are interested in ways that FAF approaches can center family leadership and knowledge in special education teacher education courses and programs while, at the same time, provide structured opportunities for family members to expand upon their roles as advocates for their children and for other families (Warren-Gordon & Santamaría Graff, 2018).…”

Section: Sustainabilitymentioning

confidence: 99%

Forming a Mutually Respectful University-Community Partnership through a “Family as Faculty” Project

Santamaria-Graff¹,

Boehner²

2019

ENGAGE

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In this paper, we, a university special education professor and an executive director of a parent-to-parent non-profit organization, describe our collaborative partnership built on a common understanding that parents of children with disabilities are educational leaders. We address how we work collaboratively to locate and establish families as co-educators in an undergraduate special education course on families for pre-service special education teachers. In line with the Individuals with Disabilities Education and Improvement Act (IDEIA), we understand that parents have the right to make educational decisions regarding their child with a disability [Section 300.300(a)(2)(iii)]. Through a “Family as Faculty” (FAF) approach, families’ voices and expertise are positioned centrally in special education teacher preparation university courses. In this paper, we detail the ways in which we have worked together to construct a solid foundation for the first and subsequent FAF projects. We highlight the ways in which our partnership began through establishing trust, respect, and clear, common goals. These mutually created goals, built on the premise that we were committed to sustainable efforts to support the parents and families involved in FAF projects, are fundamental in ensuring that all stakeholders involved receive long-term support.

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