Preparing Israeli Teacher Candidates to Develop Professional/Family Partnerships

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


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.


Practicum Cross-cultural dialogue Early childhood special education Teacher training 


  1. Artiles A, Dyson A (2005) Inclusive education in the globalization age: the promise of comparative cultural-historical analysis. In: Mitchell D (ed) Contextualizing inclusive education. Routledge, London, pp 37–62Google Scholar
  2. Birenbaum-Carmeli D, Carmeli YS (2010) Introduction: reproductive technologies among Jewish Israelis: setting the ground. In: Birenbaum-Carmeli D, Carmeli YS (eds) Kin, gene, community: reproductive technology among Jewish Israelis. Berghah n Books, New York, pp 1–48Google Scholar
  3. Blair C, Razza RP (2007) Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Dev 78(2):647–663CrossRefGoogle Scholar
  4. Bronfenbrenner U (1986) Ecology of the family as a context for human development. Dev Psychol 22(6):723–742CrossRefGoogle Scholar
  5. Consortium for Longitudinal Studies (1983) As the twig is bent – lasting effects of preschool programs. L. Erlbaum Associates, HillsdaleGoogle Scholar
  6. Curle D, Jamieson J, Buchanan M, Poon BT, Zaidman-Zait A, Norman N (2017) The transition from early intervention to school for children who are deaf or hard of hearing: administrator perspectives. J Deaf Stud Deaf Educ 22(1):131–140CrossRefGoogle Scholar
  7. Finlay L (2014) Engaging phenomenological analysis. Qual Res Psychol 11(2):121–141CrossRefGoogle Scholar
  8. Gavriel-Fried B, Shilo G (2017) The perception of family in Israel and the United States. J Fam Issues 38(4):480–499CrossRefGoogle Scholar
  9. González N, Moll LC, Amanti C (eds) (2005) Funds of knowledge: theorizing practices in households, communities, and classrooms. Routledge, New YorkGoogle Scholar
  10. Henderson A, Mapp K (2002) A new wave of evidence: the impact of school, family, and community connections on student achievement. Southwest Educational Development Laboratory, AustinGoogle Scholar
  11. Jewish Virtual Library (2018) Vital statistics: latest population statistics for Israel. Retrieved from
  12. King L (1994) Roots of identity: language and literacy in Mexico. Stanford University Press, StanfordGoogle Scholar
  13. Korczak J, Gawronski G (1992) When I am little again; and, the child’s right to respect. University Press of America, LanhamGoogle Scholar
  14. Korfmacher J, Green B, Staerkel F, Peterson C, Cook G, Roggman L, Faldowski RA, Schhiffman R (2008) Parent involvement in early childhood home visiting. Child Youth Care Forum 37(4):171–196CrossRefGoogle Scholar
  15. LaParo KM, Rimm-Kaufman SE, Pianta RC (2006) Kindergarten to 1st grade: classroom characteristics and the stability and change of children’s classroom experiences. J Res Child Educ 21(2):189–202CrossRefGoogle Scholar
  16. McIntyre LL, Blacher J, Baker BL (2006) The transition to school: adaptation in young children with and without intellectual disability. J Intellect Disabil Res 50(5):349–361CrossRefGoogle Scholar
  17. Mitchell JC (1984) Typicality and the case study. In: Ellen R (ed) Ethnographic research: a guide to general conduct. Academic Press, New York, pp 238–241Google Scholar
  18. Sink CA, Edwards CN, Weir SJ (2007) Helping children transition from kindergarten to first grade. Prof Sch Couns 10(3):233–237CrossRefGoogle Scholar
  19. Smith JA, Flowers P, Larkin M (2009) Interpretative phenomenological analysis: theory, method and research. Sage, LondonGoogle Scholar
  20. Taylor D (1997) Many families, many literacies: an international declaration of principles. Heinemann, PortsmouthGoogle Scholar
  21. Winder C, Corter C (2016) The influence of prior experiences on early childhood education students’ anticipated work with families. Teach Teach Educ 55:133–142CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

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

Personalised recommendations