Literaturnachweis - Detailanzeige
Autor/inn/en | McDevitt, Seung Eun; Mello, Maria Paula |
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Titel | From Crisis to Opportunity: Family Partnerships with Special Education Preservice Teachers in Remote Practicum during the COVID-19 School Closures |
Quelle | In: School Community Journal, 31 (2021) 2, S.325-346 (22 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1059-308X |
Schlagwörter | COVID-19; Pandemics; School Closing; Distance Education; Special Education; Practicums; Preservice Teachers; Partnerships in Education; Parent Teacher Cooperation; Mothers; Children; Students with Disabilities; Student Diversity; Elementary School Students; Immigrants; Individualized Instruction; Equal Education; Family Needs; New York (New York) School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Practicum; Praktikum; Praktika; Hochschulpartnerschaft; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Mother; Mutter; Child; Kind; Kinder; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Immigrant; Immigrantin; Immigranten; Individualisierender Unterricht |
Abstract | Challenges for culturally and linguistically diverse children with disabilities have been exacerbated by the COVID-19 school closures, highlighting major social and educational inequities. In response to this educational crisis, our university partnered with a community organization that supports immigrant families and their children with disabilities to provide them with individualized instruction while also providing preservice special education teachers with practicum field experiences. Situated in New York City, this qualitative study explored the experiences of preservice teachers, mothers, and their children with disabilities who participated in remote instruction during the initial COVID-19 school closures. We analyzed focus group interviews of preservice teachers and their journal entries, as well as individual interviews with mothers and their children with disabilities. This study details the successes and challenges of this novel teaching and learning partnership during the pandemic and the implications of reimagining field experiences in special education teacher education programs to cultivate educators who are equipped technologically and prepared to build relationship-centered family partnerships. (As Provided). |
Anmerkungen | Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |