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Preparing Israeli Teacher Candidates to Develop Professional/Family Partnerships

  • Rachel RavidEmail author
  • Laurie Katz
Chapter
Part of the Advancing Inclusive and Special Education in the Asia-Pacific book series (AISEAP)

Abstract

This chapter describes a unique practicum in an early childhood special education teacher preparation program in Israel. During practicum, each teacher candidate at Oranim College in Israel was assigned to work with family of a child, ages 5–6 years old, who had disabilities or was considered “at risk” for developmental delays. Teacher candidates met with the child and his/her family weekly for about 5 months. Based on the strengths and needs of the child and his/her family, a transition plan was designed to promote the child’s entry into formal education. Throughout the program, teacher candidates designed and implemented evidence-based interventions in areas of literacy, math, and self-regulation for young children. Program evaluation data suggested that teacher candidates communicated with families in a manner that developed trust and partnerships and, in turn, empowered families with information to make decisions about their child’s growth.

Keywords

Practicum Cross-cultural dialogue Early childhood special education Teacher training 

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Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Oranim CollegeKiryat Tiv’onIsrael
  2. 2.The Ohio State UniversityColumbusUSA

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