Confronting Assumptions: Service Learning as a Medium for Preparing Early Childhood Special Education Preservice Teachers to Work with Families.

Abstract

Teacher education programs are called upon to provide field experiences that promote application of pedagogy, collaboration, and reflective practice. Traditionally, field experiences including internships and student teaching provide the opportunity for application and feedback (Briody, 2005). In the field of early childhood/early childhood special education (ECE/ECSE), developing partnerships with families is a foundational practice (Rupiper & Marvin, 2004). More specifically, understanding the nature of working with families becomes especially important given the variety of needs (e.g., economic, social, cultural) practitioners face. Although essential to success, many preservice early educators identify working with families as intimidating (Zygmunt-Fillwalk, 2006). Thus, providing opportunities to confront those fears through hands-on experiences in the field that promote reflection within the safety of a college classroom is essential. One area that appears to directly relate to the success that teachers have in developing collaborative partnerships is how they feel about their own ability (i.e., self-efficacy) to effectively work together towards a common goal (Hiatt-Michael, 2006). Often, preservice teachers have negative attitudes about parents even before entering the classroom believing that parents lack competency and the skills necessary for helping their child academically (Sewell, 2012; Staples & Diliberto, 2010). Research (Haitt-Michael, 2001; McBride, 1991; Tichenor, 1998) suggests that many teachers do not feel they were provided with the tools necessary in their teacher preparation program for effectively working with families. Teachers reported either a lack of relevant coursework and/or hands-on learning opportunities. Research further suggests that the attitudes teachers' hold are closely tied to the extent to which they will implement family programs in their classroom (Bingham & Abernathy, 2007; Sewell, 2012). Proactively addressing preservice teacher's need for training in how to establish reciprocal relationships with all families is paramount. Preparation for Working with Families Within the field of EC/ECSE there are several identified dispositions that are essential for teachers as they work with families including (a) engaging families as partners; (b) valuing and supporting cultural and social differences; (c) a commitment to effective communication; and (d) envisioning the teacher as learner (Baum & Swick, 2008). Children whose families are involved in school partnerships have been shown to score higher on achievement tests, have higher self-esteem, demonstrate motivation for learning, have higher rates of graduation, and are more likely to attend college (Christie, 2005; Zygmunt-Fillwalk, 2006). In addition, teachers who also benefit from collaborative partnerships with families report higher moral and job satisfaction. Parents involved in these collaborations tend to be more confident, have better decision-making skills, and have increased access to community resources (Christie). When families and educational professionals work together, school personnel become active members in the community and families feel validated. Although the benefits of collaboration between home and school are easily identified, research suggests that universities are not adequately preparing educators for developing collaborative partnerships with families and community agencies (Bingham & Abernathy, 2007; Sewell, 2012). Current efforts in teacher preparation programs focus on preparing students for dealing with challenging situations verses building relationships with parents (Staples & Diliberto, 2010). In a survey conducted by the National Center for Early Development and Learning (Chang, Early & Winton, 2005) researchers found that just under 60% of associate and bachelors level programs in early childhood education offer at least one families course. …