The joint participation of family members and faculty in training activities has been an effective strategy for assisting both faculty and students in gaining knowledge and skills for implementation of family-centered practice. This article describes faculty-parent co-instruction in preservice settings. Coals for co-instruction and implementation issues such as recruitment and selection of parents, preparation for co-instruction roles, student evaluation in co-instruction settings, supports for parents and faculty in co-instruction roles and diversity issues are addressed. The experiences of several co-instruction teams are described as well as the benefits and challenges of this approach for teaching about family-centered practice.
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