Combining Family Centeredness and Diversity in Early Childhood Teacher Training Programs

Abstract

Family-centered care and responsiveness to diversity are issues of great import for early childhood special education teachers. Nevertheless, the research for these related areas is divided throughout the field. The purpose of this study was to investigate the effects of a master’s-level course designed to integrate instruction in family-centered care and diversity responsiveness. In this study, the authors briefly outline the key issues in the intersection of family-centered practice and collaboration with culturally and linguistically diverse families, offer a review of how these issues have been addressed in teacher preparation programs, and provide a description and three-tiered evaluation of this particular course. The authors aim to provide useful information on the potential of such a course for positive attitude change. Results indicate that students saw the course as having a positive effect on their understanding of issues regarding family-centered practice and diversity responsiveness.