| This study sought to explicate graduate students' perspectives of family-centered practices in a masters level early childhood special education preservice program. Specifically, the purposes were fourfold. First, the study investigated how family-centered practices were embedded within the early childhood special education preservice program. Second, it examined the program graduates' perceptions regarding which instructional strategies, pedagogy, and practices of their preservice training program supported the implementation of family-centered practices in their career. Third, this study examined the graduates' perceptions of their use of family-centered practices in their employment since graduation. Finally, supports and barriers to the graduates' implementation of family-centered practices in their chosen careers were identified.;This qualitative study was conducted utilizing a case study approach in the realm of phenomonological research. There was a total of 23 participants: 22 graduates and the project director. The participants in this study had the unique opportunity of being immersed in a two year graduate program with a design utilizing "best-practice" core competencies and guidelines within a community of practice mode (Wesley & Buysse, 2001) that involved partnering with parents and community providers. The participants experienced multiple opportunities for knowledge and skill development through coursework, seminars, and field placements. Data were collected through interviews, and examination of the grants and course syllabi. Data were analyzed using the constant comparative method. Trustworthiness and consistency of the data collection and analysis were done through peer debriefing, audit trails, and member checks. As an assurance of confidentiality, participants were referred to by numbers with no directly identifiable descriptions. Findings were reported through the presentation of major themes that emerged from the data.;The results of the study indicated that embedding family-centered practices throughout the graduate program by providing students multiple opportunities to interact with families of children with disabilities as part of their coursework and field experiences facilitated the graduates' utilization of family-centered practices in their chosen careers thus bridging the gap between theory and practice. Specifically the involvement of parents of children with disabilities as instructors and coinstructors for coursework, guest speakers, panel members, and as cohort members had a positive impact on the graduates' desire and ability to implement family-centered practices in their careers. |
