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the FAP, which was developed <strong>and</strong> enhanced to <strong>in</strong>clude multimedia materials (e.g., movies <strong>and</strong> webpage), then report the purpose of their study which focuses on evaluat<strong>in</strong>g the acceptability <strong>and</strong> effectiveness of the FAPs. The participants of this study were parents, FAP facilitators, <strong>and</strong> pre-service <strong>and</strong> <strong>in</strong>-service teachers. These three groups provided feedback about the goals, procedures <strong>and</strong> outcomes of the FAP through questionnaires <strong>and</strong>/or <strong>in</strong>terviews after hav<strong>in</strong>g some experience with or exposure to the FAPs. Results <strong>and</strong> discussion of this study center on support- 294 / <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-September 2009 <strong>in</strong>g the social validity of the FAP as a means to communicate mean<strong>in</strong>gful <strong>in</strong>formation about a child. The authors provide the perceptions of <strong>and</strong> suggestions for the FAPs as offered by each group of participants. The conference provided researchers <strong>and</strong> educators with the opportunity to explore current research, topical issues <strong>and</strong> best practices relat<strong>in</strong>g to mental retardation, autism, <strong>and</strong> other development disabilities. We hope readers of this Best Practices Special Conference Issue f<strong>in</strong>d the <strong>in</strong>formation valuable <strong>and</strong> timely.
Multiculturalism, Religion, <strong>and</strong> Disability: Implications for Special <strong>Education</strong> Practitioners A. Brooke Blanks <strong>and</strong> J. David Smith University of North Carol<strong>in</strong>a at Greensboro Abstract: Religious beliefs permeate many aspects of culture. Often, however, educators are reluctant to discuss religious beliefs when work<strong>in</strong>g with children with developmental <strong>and</strong> <strong>in</strong>tellectual disabilities <strong>and</strong> their families. Ignor<strong>in</strong>g the salience of religious teach<strong>in</strong>gs about the nature <strong>and</strong> mean<strong>in</strong>g of disabilities as they relate to both <strong>in</strong>dividuals <strong>and</strong> society, however, limits the opportunity to fully underst<strong>and</strong> the experience of liv<strong>in</strong>g with disability. Discussion of religious beliefs, traditions, <strong>and</strong> practices should be <strong>in</strong>corporated <strong>in</strong>to teacher education, <strong>and</strong> should be part of the zeitgeist of work<strong>in</strong>g with children <strong>and</strong> families. This article exam<strong>in</strong>es images of <strong>and</strong> teach<strong>in</strong>gs about disabilities <strong>in</strong> three major world religions widely practiced <strong>in</strong> the United States; Judaism, Christianity, <strong>and</strong> Islam. Spirituality <strong>and</strong> religion are important to millions of <strong>in</strong>dividuals across all cultures. Until recently, however, the spirituality of people with disabilities has been largely ignored by both communities of faith <strong>and</strong> secular social service <strong>and</strong> educational systems. (Avery-Wall, 2006; Rogers-Dulan, 1998; Stolberg, 2008) Neglect<strong>in</strong>g the importance of religious belief <strong>and</strong> experience <strong>in</strong> the lives of many <strong>in</strong>dividuals with disabilities <strong>and</strong> their families, may imply a view of their <strong>in</strong>nate humanity that is <strong>in</strong>complete or less complex than other people (Sw<strong>in</strong>ton, 1997). Spiritual beliefs may greatly <strong>in</strong>fluence perceptions of people with disabilities, of themselves, others, <strong>and</strong> the world (Dellassoudas, 2000). Multicultural education <strong>and</strong> programs designed to build cultural competence must necessarily <strong>in</strong>clude <strong>in</strong>struction <strong>in</strong> religious practices <strong>and</strong> spiritual beliefs (Richards, Browne, & Forde, 2007). There is a grow<strong>in</strong>g body of literature <strong>in</strong> the help<strong>in</strong>g professions around tra<strong>in</strong><strong>in</strong>g practitioners to consider <strong>and</strong> underst<strong>and</strong> the <strong>in</strong>fluence of religion on people with disabilities <strong>and</strong> their families as part of a system of care (Benjam<strong>in</strong>s, 2005; Forster, McColl, & Fardella, 2007; Correspondence concern<strong>in</strong>g this article should be addressed to Brooke Blanks, University of North Carol<strong>in</strong>a at Greensboro, Department of Specialized <strong>Education</strong> Services, P. O. Box 26170, Greensboro, NC 27462-6170. <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>, 2009, 44(3), 295–303 © <strong>Division</strong> on <strong>Developmental</strong> <strong>Disabilities</strong> Hurst, 2007; Selway & Ashman, 1998). Unfortunately, special education has thus far largely neglected consider<strong>in</strong>g religion as part of an evolv<strong>in</strong>g commitment to multicultural practice, <strong>and</strong> build<strong>in</strong>g cultural competence among students <strong>in</strong> teacher education programs. Religion <strong>in</strong> the Modern World Only recently has science advanced to the po<strong>in</strong>t where humans have a reasonably broad ability to mediate <strong>and</strong> manage the impact of the natural world <strong>in</strong> ways that are predictable <strong>and</strong> stable. People <strong>in</strong> the so-called developed world tend to believe that they have a fairly high degree of control over their health, lives, <strong>and</strong> dest<strong>in</strong>y. We now know that vitam<strong>in</strong> A deficiency can cause bl<strong>in</strong>dness <strong>and</strong> that diet can prevent it. We know that the cognitive impact of phenylketonuria can be avoided through dietary manipulation <strong>and</strong> control. Technologies now allow 50 year old women to give birth to healthy babies <strong>and</strong> people without legs can be competitive runners (Rob<strong>in</strong>son, 2008). Prior to the time when the degree of control that we can now exert over the natural <strong>and</strong> physical world was possible, people largely understood the world only as controlled by unseen, supernatural forces. Religion served to expla<strong>in</strong> many of the mysteries of the natural world. The power to expla<strong>in</strong> the unknown is also the power to control behav- Multiculturalism, Religion, <strong>and</strong> Disability / 295
Page 1 and 2: Education
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Page 13 and 14: disability that are conveyed throug
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Page 21 and 22: TABLE 1 Dolly Gray Children’s Lit
Page 23 and 24: who did not clearly have a developm
Page 25 and 26: TABLE 3 Juvenile Literature with Ma
Page 27 and 28: TABLE 5 Characterizations i
Page 29 and 30: drome in The Duche
Page 31 and 32: Special Olympics). Most of the recr
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Page 35 and 36: Gresham, Kern, Barreras, Thornton,
Page 37 and 38: number of cases of sin</str
Page 39 and 40: TABLE 1 Continued
Page 53 and 54: Target Behaviors A number of social
Page 55 and 56: to promote social skills in
Page 57 and 58: *Hine, J. F., & Wo
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implemented is consistent across pe
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concludes the program with an empha
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TABLE 2 Scholar Pretest Directions:
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dren with autism. If, through these
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classroom. This program not only ga
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tism and Other <st
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Typically students with low IQs, <s
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applied the vocabulary word to a gi
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Jacob, Carl, and R
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ting them apart. J
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cannot provide this type of <strong
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Pentop Computers as Tools for Teach
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Okolo, & Courtad, 2007). Smart toys
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computer for all multiplication pro
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software immediately repeated the n
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tool. Prior to the in</stro
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was first introduc
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ecause all of the students would be
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Effectiveness of Parent and
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is well known that when parents lea
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tion Program (PTCP) for teach<stron
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(reinforcers, prom
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Figure 2. Percentage of correct res
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Figure 4. Percentage of correct res
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is not progressing
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care and domestic
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enced based on IEP goals, whereas r
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TABLE 1 Definition
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to the criteria in
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Figure 2. Percentage of occurrence
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intervention was s
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goal setting on ta
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Increasing Compreh
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plied systematic promptin</
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TABLE 2 Book Adaptations Book Dirty
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Intervention. Like baselin<
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Figure 2. Number of correct respons
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mined is that this
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Evaluating the Acc
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TABLE 1 Characteristics of children
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educators. These educators were enr
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TABLE 3 Mean ratin
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could help a teacher better underst
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