ABSTRACT

The terms parent-teacher relationship and partnership are used frequently throughout the literature in early childhood education and special education. Their prevalence may imply that we know more than we really do about what takes place between families and teachers, and how these parties cultivate and sustain relationships with one another. This qualitative study examined parents’ expectations of their journey into special education and their relationships with special education preschool teachers. Data collection methods for this study included semi-structured interviews and document analysis. Findings from the study inform early childhood special education practitioners about how they might view the notions of care and expectations, and in turn develop positive and caring relationships with the families of their young students with disabilities. Furthermore, this study raises additional questions that researchers might continue to investigate in order to gain a more comprehensive understanding of how Noddings’ ethic of care might be used as a framework for applying family-centered practices in early childhood special education.

摘要

在幼儿教育和特殊教育的文献中经常使用“家长-教师关系”和“伙伴关系”这两个术语。它们的流行可能意味着我们对家庭和教师之间发生的事情以及这些各方如何培养和维持彼此的关系的了解比我们真正了解的要多。这项定性研究调查了父母对他们进入特殊教育之旅的期望以及他们与特殊教育学前教师的关系。本研究的数据收集方法包括半结构化访谈和文件分析。研究结果告知幼儿特殊教育从业者他们可能如何看待护理和期望的概念，进而与残疾年轻学生的家庭建立积极和关怀的关系。此外，这项研究提出了其他问题，研究人员可能会继续调查这些问题，以便更全面地了解 Noddings 的护理伦理如何被用作在幼儿特殊教育中应用以家庭为中心的实践的框架。