From Crisis to Opportunity: Family Partnerships with Special Education Preservice Teachers in Remote Practicum during the COVID-19 School Closures

Autor/inn/en	McDevitt, Seung Eun; Mello, Maria Paula
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 kostenfreie Datei Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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