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ERIC Number: EJ1078291
Record Type: Journal
Publication Date: 2015-Nov
Pages: 12
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-1082-3301
The Unexpected Journey Shared by Families: Using Literature to Support and Understand Families Raising a Child with Disabilities
Harris, Kathleen I.
Early Childhood Education Journal, v43 n6 p473-484 Nov 2015
In today's global society, it is important for future teacher educators to identify and apply different types of dispositions, attitudes, and skills in order to provide full participation and support to all types of families. Partnerships with families having a child with a disability calls for teacher educators of the general and special education professions to collaborate and to provide a meaningful, engaging environment for children with and without disabilities. As a result, teacher educators must be committed to teaching all children and supporting all families with equal respect, care, and dignity, regardless of the child's ability level. This article addresses how using literature can be a teaching strategy for understanding and supporting families with children with disabilities. The article summarizes future teacher educators' attitudes and perceptions of working with families with children with disabilities after reading a book written by a parent raising a child with a disability. By investigating specific disabilities and reflecting about the personal story each family shares through literature selections, teacher educators may develop and nurture the dispositions to teach with passion, appreciate individual differences, and empower families raising children with disabilities to reach their full potential.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A