All the voices: An experiential, intersectional, and reflective approach

Educational research indicates collaborative engagement strategies often exclude caregivers of students with disabilities. The chapter highlights an experiential learning opportunity for preservice teachers that builds community and value for those whose voices are traditionally unheard. Emphasis is placed on the need for a holistic approach to engagement with a focus on open and honest communication, building trusting relationships beyond the classroom, and capacity development for the educator and caregiver partnership. A qualitative descriptive approach was used to analyze preservice teachers' collaborative informal interviews of caregivers of individuals with disabilities and educational experiences across the lifespan. Findings suggest listening to caregivers positively influences preservice teachers' future as well as present admirations. Results align with previous work advocating for a trauma-informed, intersectional, and critically reflexive approach to family and educator involvement. Recommendations to improve parent exposure in teacher-education programs are provided.