Abstract
Educational research indicates collaborative engagement strategies often exclude caregivers of students with disabilities. The chapter highlights an experiential learning opportunity for preservice teachers that builds community and value for those whose voices are traditionally unheard. Emphasis is placed on the need for a holistic approach to engagement with a focus on open and honest communication, building trusting relationships beyond the classroom, and capacity development for the educator and caregiver partnership. A qualitative descriptive approach was used to analyze preservice teachers' collaborative informal interviews of caregivers of individuals with disabilities and educational experiences across the lifespan. Findings suggest listening to caregivers positively influences preservice teachers' future as well as present admirations. Results align with previous work advocating for a trauma-informed, intersectional, and critically reflexive approach to family and educator involvement. Recommendations to improve parent exposure in teacher-education programs are provided.
TopBackground
Research has consistently shown that caregiver involvement is a crucial component to the success of a child’s special education plan (Finn, 2020). Caregivers value opportunity for collaboration and communication with school personnel and the development of specific and measurable goals for their child (Bailey & Simeonsson, 1988; Mueller & Vick, 2019). Therefore, it is imperative for educators to effectively collaborate with families to provide clear and accessible information about the special education system (Chu & Gerstl-Pepin, 2000; Kleinert et al., 2020).
Key Terms in this Chapter
Preservice Teacher Candidate: Usually an undergraduate student in education who is in an educational internship.
Caregivers: Individuals who are companions for others, assisting with activities of daily living (i.e., medication management, dressing, toileting).
Holistic Approach: Looking at a situation holistically, not in small pieces; understanding physical, emotional, medical, spiritual, social, and overall well-being of a person.
Trust: The ability to rely or depend on someone or something.
Lifespan: The length of time from birth to death; the extent to which something functions.
Advocacy: The ability to help to influence, support, or take action to defend or persuade others.
Trauma-Informed: Becoming aware of traumatic experiences and not using harmful, triggering words to survivors; creating a safe environment.
Qualitative: Measuring observations, descriptions, or teaching approaches without using statistical numbers.
Intersectional analysis: Different systems interacting with, not against, each other for specific outcomes and/or experiences.
Empathy: The ability of placing yourself in someone else’s position to understand their feelings.