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An Interdisciplinary Course To Prepare School Professionals To Collaborate with Families of Exceptional Children
This article describes a study which used an interdisciplinary course to prepare school professionals to collaborate with families of exceptional children. The study integrated several areas of training modules for family involvement and collaboration including partnership project with parents and multidisciplinary group assignments were students were assigned to discuss their experiences with their families. Responses of students from pre- and post-questionnaires and reflection papers addressed the difference between student's sense of self-efficacy and great expectation for families before and after taking the course and how working with peers in a multi-disciplinary class contribute to the difference.
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