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Journal of Early Intervention
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On-the-Job Practices of Early Childhood Special Education Providers Trained in Family-Centered Practices

Mary M. Murray

Bowling Green State University, mmurray{at}bgsu.edu

Colleen J. Mandell

Bowling Green State University

This qualitative study investigated the use of family-centered practices by graduates of two early childhood special education personnel preparation programs that embedded family-centered pedagogy and involvement in all coursework. Three cohorts, involving 19 graduates employed in 19 different programs located in six states, participated in individually administered interviews to identify their perspectives about and use of family-centered practices in their work environments. All graduates were committed to and described using family-centered practices, but the large majority of graduates also identified significant barriers to using family-centered practices, including lack of support from colleagues and administrators and lack of policies related to working with families. Implications for preservice preparation, policy makers, and service programs are discussed.

Journal of Early Intervention, Vol. 28, No. 2, 125-138 (2006)
DOI: 10.1177/105381510602800204
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Home page
 Topics in Early Childhood Special EducationHome page
I. Dempsey and D. Keen
A Review of Processes and Outcomes in Family-Centered Services for Children With a Disability
Topics in Early Childhood Special Education, May 1, 2008; 28(1): 42 - 52.
[Abstract] [PDF]