Pre-service teachers' perspectives on family involvement in teaching children with special needs
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This study examined pre-service teachers’ perspectives on family involvement in special education and effective teaching methods of delivering family involvement content. Eighty-three pre-service teachers provided data on pre- and post-questionnaires. The effectiveness of two methods, a video and a guest speaker, in delivering curriculum concerning family involvement was compared. The results indicated that the participants had fairly high acknowledgment of the importance of overall family involvement at beginning of the study, but not on some specific items. The overall response mean values increased after being exposed to the course content on family involvement. Results also indicated that the two teaching methods equally contributed to the improving pre-service teacher knowledge. Implications for teacher education on the importance of family involvement are presented.