Perceptions of American Secondary Special Education Teachers on Family Partnership during Transition
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Although American secondary special education teachers consider family involvement as important and play a critical role in parent participation during transition, they often do not have concrete knowledge, skills, and strategies needed to collaborate with families effectively because the topic of family involvement in special education has not enjoyed a central role in teacher education programs. Little attention has been paid to the need to prepare secondary education teachers to work with families and their communities. The lack of preparation for working with families to involve them in education of their children remains a weakness in teacher education programs. Therefore, this study examined how secondary special education teachers consider their attitudes toward the importance of the partnership with families of students with disabilities and how they perceived their preparedness for the competencies in this area.
Abstract
Although American secondary special education teachers consider family involvement as important and play a critical role in parent participation during transition, they often do not have concrete knowledge, skills, and strategies needed to collaborate with families effectively because the topic of family involvement in special education has not enjoyed a central role in teacher education programs. Little attention has been paid to the need to prepare secondary education teachers to work with families and their communities. The lack of preparation for working with families to involve them in education of their children remains a weakness in teacher education programs. Therefore, this study examined how secondary special education teachers consider their attitudes toward the importance of the partnership with families of students with disabilities and how they perceived their preparedness for the competencies in this area.
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