Fults, R., & Harry, B. (2012). Combining Family Centeredness and Diversity in Early Childhood Teacher Training Programs.

Articles:

Fults, R., & Harry, B. (2012). Combining Family Centeredness and Diversity in Early Childhood Teacher Training Programs. Teacher Education and Special Education, 35(1), 27–48. Retrieved from http://search.proquest.com/docview/964268514/

Harry, Beth. (1992). An Ethnographic Study of Cross-Cultural Communication with Puerto Rican-American Families in the Special Education System. American Educational Research Journal, 29(3), 471–494.

Harry, Beth, Rueda, Robert, & Kalyanpur, Maya. (1999). Cultural Reciprocity in Sociocultural Perspective: Adapting the Normalization Principle for Family Collaboration. Exceptional Children, 66(1), 123–136. https://doi.org/10.1177/001440299906600108

Sobel, D. M., Iceman-Sands, D., & Basile, C. (2007). Merging general and special education teacher preparation programs to create an inclusive program for diverse learners. The New Educator, 3(3), 241 – 262.Retrieved from https://doi.org/10.1080/15476880701484113

Walton, E., &Rusznyak, L. (2014). Affordances and limitations of a special school practicum as a means to prepare pre-service teachers for inclusive education. International Journal of Inclusive Education, 18(9), 957-974.Retrieved from https://doi.org/10.1080/13603116.2013.872203

Chireshe, R. (2011). Special needs education in-service teacher trainees’ views on inclusive education in Zimbabwe. Journal of Social Sciences, 27(3), 157-164.Retrieved fromhttps://doi.org/10.1080/09718923.2011.11892916

Peeters, J., & Sharmahd, N. (2014). Professional development for ECEC practitioners with responsibilities for children at risk: which competences and in-service training are needed? European Early Childhood Education Research Journal, 22(3), 412–424. https://doi.org/10.1080/1350293X.2014.912903

Hampshire, P. K., Havercroft, K., Call, J., & Luy, M. (2015). A Shift in Perspective: Preparing Preservice Early Childhood Special Education Students to Work With Families. Teacher Education and Practice, 28(4).

Sumrall, Teressa C., Scott-Little, Catherine, La Paro, Karen M., Pianta, Robert C., Burchinal, Margaret, Hamre, Bridget, … Howes, Carollee. (2017). Student Teaching within Early Childhood Teacher Preparation Programs: An Examination of Key Features across 2- And 4-Year Institutions. Early Childhood Education Journal, 45(6), 821–830. https://doi.org/10.1007/s10643-016-0830-x

Fenton, Patrice, Ocasio-Stoutenburg, Lydia, & Harry, Beth. (2017). The Power of Parent Engagement: Sociocultural Considerations in the Quest for Equity. Theory Into Practice, 56(3), 214–225. https://doi.org/10.1080/00405841.2017.1355686

Berger, Eugenia Hepworth. (1996). Working with Families. Communication: The Key to Parent Involvement. Early Childhood Education Journal, 23(3), 179–183.

Ratcliff, Nancy, & Hunt, Gilbert. (2009). Building Teacher-Family Partnerships: The Role of Teacher Preparation Programs. Education, 129(3), 495–505.

Johnson, P. (2017). A Valuable Toolkit for Early Childhood Service Providers Working With Families of Deaf and Hard of Hearing Infants and Toddlers. American Annals of the Deaf. https://doi.org/10.1353/aad.2017.0016

Mehlig, L., & Shumow, L. (2013). How is my child doing?: Preparing pre-service teachers to engage parents through assessment. Teaching Education, 24(2), 181-194. doi:10.1080/10476210.2013.786892

Fenton, Angela, & McFarland, Laura. (2018). Building early childhood educators’ capacity to apply a strengths approach to working with vulnerable families and children. New Zealand International Research in Early Childhood Education, 21(2), 19–31.

Schmidt, William H., Cogan, Leland, & Houang, Richard. (2011). The Role of Opportunity to Learn in Teacher Preparation: An International Context. Journal of Teacher Education, 62(2), 138–153. https://doi.org/10.1177/0022487110391987

Pedro, Joan Y., Miller, Regina, & Bray, Paige. (2012). Teacher Knowledge and Dispositions towards Parents and Families: Rethinking Influences and Education of Early Childhood Pre-Service Teachers. Forum on Public Policy Online, 2012(1).

Hsiao, Yun-Ju. (2018). Parental Stress in Families of Children with Disabilities. Intervention in School and Clinic, 53(4), 201–205. https://doi.org/10.1177/1053451217712956

Hsiao, Higgins, Pierce, Whitby, & Tandy. (2017). Parental stress, family quality of life, and family-teacher partnerships: Families of children with autism spectrum disorder. Research in Developmental Disabilities, 70, 152–162. https://doi.org/10.1016/j.ridd.2017.08.013