Family-centered Services for Students with Complex Communication Needs (CCN): The Perception and Experiences of Special Education Teachers
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Purpose: This study used an online focus group to examine the perceptions and experiences of special education teachers related to the family-centered services for complex communication needs. Method: A qualitative focus group methodology was used for this study. Results: All the participants, most teachers felt and experienced some gaps between knowledge backgrounds they learned when they were pre-service teachers and the real educational settings. Even though they know that family-centered services are critical to support students, there were some barriers such as parents’ indifference, lack of continuous education system, severe problem behaviors of students, etc. Conclusion: This study analyzed perceptions and experiences of special education teachers to expose a gap between the skills taught in pre-service settings and skills needed the real educational settings. Future research is needed, and this work contributes to this effort with suggestions for improving family involvement for students with communication disorders.
Abstract
Purpose: This study used an online focus group to examine the perceptions and experiences of special education teachers related to the family-centered services for complex communication needs. Method: A qualitative focus group methodology was used for this study. Results: All the participants, most teachers felt and experienced some gaps between knowledge backgrounds they learned when they were pre-service teachers and the real educational settings. Even though they know that family-centered services are critical to support students, there were some barriers such as parents’ indifference, lack of continuous education system, severe problem behaviors of students, etc. Conclusion: This study analyzed perceptions and experiences of special education teachers to expose a gap between the skills taught in pre-service settings and skills needed the real educational settings. Future research is needed, and this work contributes to this effort with suggestions for improving family involvement for students with communication disorders.
참고문헌 (22)
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