Search results for: Curran Erin

This qualitative study was designed to explore one approach to improving teacher preparation with respect to parent/professional partnerships. An undergraduate course for preservice special educators was modified to provide students with multiple opportunities for meaningful interaction with parents of children with disabilities. Results suggest that student dispositions changed from viewing parents as uncaring, uninvolved, and unknowledgeable to valuing them as experts on the child and partners in the decision-making process.