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How Do Preservice Teachers Perceive the Role
of Parents in the Education of School Aged
Joan A. Studnicky & Azar Hadadian,
Ball State University
It is well documented that children enter school
with different skills and learning styles. The source
of the differences has been traced to environmental,
behavioral, and genetic factors. When these factors
are examined more closely, it becomes evident that
the most influential factor in the learning process is
home environment. The intervention strategies that
are employed with the families of newly identified
Deaf children places a huge priority on parental
involvement. Throughout infancy, toddlerhood,
preschool, and school, families continue to be an
important part of their child s education as
documented in the Individual Family Service Plans
and Individual Education Plans.
Parent involvement is a term that has several
different meanings among educators. Even with the
disagreement on meaning, there is consensus that it
is an important variable in the education of children.
As Deaf children become school age and parents
involve themselves in the education of their children,
how is their role defined?
As important as the definition of this role, it is
also important to look at how the teacher perceives
this role. Until recently, the ideas and beliefs that
education students brought with them to their
teacher education courses have been largely ignored.
According to the emerging literature, preservice
teachers have definite beliefs about education as well
as distinct images of themselves as teachers.
An inventory was designed to look at how
preservice Deaf education teachers perceive the role
of parents in the education of school aged Deaf
children. It was administered to Deaf education
students enrolled at Ball State University. The
presenters discussed the results and implications for