Family Group Conferencing in Inclusive Preschool Classrooms during Distance Learning
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| Title: | Family Group Conferencing in Inclusive Preschool Classrooms during Distance Learning |
|---|---|
| Language: | English |
| Authors: | Chiappe, Jenny C., Dellinger, Adrienne M., Coddington, Catherine, Selmi, Ann |
| Source: | Issues in Teacher Education. Sum 2022 31(2):50-71. |
| Availability: | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Office of Special Education Programs (OSEP) (ED/OSERS) |
| Contract Number: | H32325K160102 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Preschool Education, Educational Cooperation, Teacher Attitudes, Special Education Teachers, Preschool Teachers, Parent Teacher Conferences, Distance Education, Teacher Collaboration, Outcomes of Education, Students with Disabilities, Inclusion, Parent School Relationship, Family Involvement |
| Geographic Terms: | California |
| ISSN: | 1536-3031 |
| Abstract: | The purpose of this pilot study is to understand the impact of Family Group Conferencing (FGC) on the collaboration among general education and special education teachers, teachers' attitudes toward family outreach and perceived outcomes of preschool students with and without disabilities enrolled in inclusive classrooms during distance learning. FGC is an evidence-based model that aims to increase family engagement in a child's academic growth by enhancing the quantity and quality of teacher-parent interaction. Six special education teachers and six general education preschool teachers from six inclusive preschool classrooms participated in the study. Teachers received training on how to work collaboratively to develop shared goals and support to parents during the COVID-19 global pandemic. This study positively impacted the relationships between the general education and special education teacher pairs at each school. Teachers reported improved outcomes for students with and without disabilities. Implications include using FGC to build co-teachers relationship and reimagining the traditional parent-teacher conference to involve parents. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1362765 |
| Database: | ERIC |
| Abstract: | The purpose of this pilot study is to understand the impact of Family Group Conferencing (FGC) on the collaboration among general education and special education teachers, teachers' attitudes toward family outreach and perceived outcomes of preschool students with and without disabilities enrolled in inclusive classrooms during distance learning. FGC is an evidence-based model that aims to increase family engagement in a child's academic growth by enhancing the quantity and quality of teacher-parent interaction. Six special education teachers and six general education preschool teachers from six inclusive preschool classrooms participated in the study. Teachers received training on how to work collaboratively to develop shared goals and support to parents during the COVID-19 global pandemic. This study positively impacted the relationships between the general education and special education teacher pairs at each school. Teachers reported improved outcomes for students with and without disabilities. Implications include using FGC to build co-teachers relationship and reimagining the traditional parent-teacher conference to involve parents. |
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| ISSN: | 1536-3031 |
