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Literacy for students with severe developmental disabilities—what should we teach <strong>and</strong> what should we hope to achieve? Remedial <strong>and</strong> Special <strong>Education</strong>. Browder, D. M., Mims, P. J., Spooner, F., Ahlgrim- Delzell, L., & Lee, A. (<strong>in</strong> press). Teach<strong>in</strong>g elementary students with multiple disabilities to participate <strong>in</strong> shared stories. Research <strong>and</strong> Practice for Persons with Severe <strong>Disabilities</strong>. Browder, D. M., Trela, K. C., & Jimenez, B. A. (2007). <strong>Tra<strong>in</strong><strong>in</strong>g</strong> teachers to follow a task analysis to engage middle school students with moderate <strong>and</strong> severe developmental disabilities <strong>in</strong> gradeappropriate literature. Focus on Autism <strong>and</strong> Other <strong>Developmental</strong> <strong>Disabilities</strong>, 22, 206–219. Browder, D. M., Wakeman, S. Y., Spooner, F., Ahlgrim-Delzell, L., Algozz<strong>in</strong>e, B. (2006). Research on read<strong>in</strong>g <strong>in</strong>struction for <strong>in</strong>dividuals with significant cognitive disabilities. Exceptional Children, 72, 392–408. Bus, A. G., van Ijzendoorn, M. H., & Pelligr<strong>in</strong>i, A. D. (1995). Jo<strong>in</strong>t book read<strong>in</strong>g makes for success <strong>in</strong> learn<strong>in</strong>g to read: A meta-analysis on <strong>in</strong>tergenerational transmission of literacy. Review of <strong>Education</strong>al Research, 65, 1–21. Coll<strong>in</strong>s, B. (2007). Identify<strong>in</strong>g functional <strong>and</strong> ageappropriate skills: A curriculum for students with moderate <strong>and</strong> severe disabilities. In B. C. Coll<strong>in</strong>s (Eds.), Moderate <strong>and</strong> severe disabilities: A foundational approach (p. 108). Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall. Corn, A. L., Koenig, A. J. (2002). Literacy for students with low vision: A framework for deliver<strong>in</strong>g <strong>in</strong>struction. Journal of Visual Impairment <strong>and</strong> Bl<strong>in</strong>dness, 96, 305–321. Coyne, M. D., Simmons, D. C., Kame’enui, E. J., & Stoolmiller, M. (2004). Teach<strong>in</strong>g vocabulary dur<strong>in</strong>g shared storybook read<strong>in</strong>gs: An exam<strong>in</strong>ation of differential effects. Exceptionality, 12, 145–162. Crowe, L. K., Norris, J. A., & Hoffman, P. R. (2004). <strong>Tra<strong>in</strong><strong>in</strong>g</strong> caregivers to facilitate communication participation of preschool children with language impairment dur<strong>in</strong>g storybook read<strong>in</strong>g. Journal of Communication Disorders, 37, 177–196. Doyle, P. M., Wolery, M., Ault, M. J., & Gast, D. L. (1988). System of least prompts: A literature review of procedural parameters. The Journal of the Association for Persons with Severe H<strong>and</strong>icaps, 13, 28–40. Dur<strong>and</strong>o, J. (2008). A survey on literacy <strong>in</strong>struction for students with multiple disabilities. Journal of Visual Impairments & Bl<strong>in</strong>dness, 102, 40–45. Erickson, K. A., & Hatton, D. (2007). Exp<strong>and</strong><strong>in</strong>g underst<strong>and</strong><strong>in</strong>g of emergent literacy: Empirical 420 / <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 support for a new framework. Journal of Visual Impairment & Bl<strong>in</strong>dness, 101, 261–277. Justice, L. M., & Kaderavek, J. (2002). Us<strong>in</strong>g shared storybook read<strong>in</strong>g to promote emergent literacy. TEACHING Exceptional Children, 34(4), 8–13. Justice, L. M., & Kaderavek, J. (2003). Topic control dur<strong>in</strong>g shared storybook read<strong>in</strong>g: Mothers <strong>and</strong> their children with language impairments. Topics <strong>in</strong> Early Childhood Special <strong>Education</strong>, 23, 137–140. Justice, L. M., Kaderavek, J., Bowles, R., & Grimm, K. (2005). Language impairment, parent-child shared read<strong>in</strong>g, <strong>and</strong> phonological awareness: A feasibility study. Topics <strong>in</strong> Early Childhood Special <strong>Education</strong>, 25, 143–156. Justice, L M., & Pullen, P. C. (2003). Promis<strong>in</strong>g <strong>in</strong>terventions for promot<strong>in</strong>g emergent literacy skills: Three evidence-based approaches. Topics <strong>in</strong> Early Childhood Special <strong>Education</strong>, 23, 99–113. Kliewer, C., & L<strong>and</strong>is, D. (1999). Individualiz<strong>in</strong>g literacy <strong>in</strong>struction for young children with moderate to severe disabilities. Exceptional Children, 66, 85–100. Park, K. (2004). Interactive storytell<strong>in</strong>g: From the book of genesis. British Journal of Special <strong>Education</strong>, 31, 16–23. Ryndak, D. L., Morrison, A. P., & Sommerste<strong>in</strong>, L. (1999). Literacy before <strong>and</strong> after <strong>in</strong>clusion <strong>in</strong> general education sett<strong>in</strong>gs: A case study. The Journal of the Association for Persons with Severe H<strong>and</strong>icaps, 24, 5–22. Senechal, M., Thomas, E., & Monker, J. A. (1995). Individual differences <strong>in</strong> vocabulary acquisition. Journal of <strong>Education</strong>al Psychology, 87, 218–229. Skotko, B. G., Koppenhaver, D. A., & Erickson, K. A. (2004). Parent read<strong>in</strong>g behaviors <strong>and</strong> communication outcomes <strong>in</strong> girls with Rett syndrome. Exceptional Children, 70, 145–166. Tawney, J. W., & Gast, D. L. (1984). S<strong>in</strong>gle subject research <strong>in</strong> special education. Columbus, OH: Merrill. Vacca, J., Vacca, R., Grove, M., Burkey, L., Lenhart, L., & McKeon, C. (2006). Read<strong>in</strong>g <strong>and</strong> learn<strong>in</strong>g to read (6 th ed.). Boston: Allyn & Bacon. van Kleeck, A. (2006). A matter of emphasis: Different ways to share books <strong>and</strong> stories to foster different language <strong>and</strong> literacy skills. In. A. van Kleeck (Eds.), Shar<strong>in</strong>g books <strong>and</strong> stories to promote language <strong>and</strong> literacy: A volume <strong>in</strong> the emergent <strong>and</strong> early literacy series (pp. 3–11). San Diego, CA: Plural Publish<strong>in</strong>g. Westl<strong>in</strong>g, D. L., & Fox, L. (2004). Teach<strong>in</strong>g students with severe disabilities (3 rd ed.). Upper Saddle River, NJ: Pearson
Evaluat<strong>in</strong>g the Acceptability <strong>and</strong> Effectiveness of Family Assessment Portfolios Hedda Meadan, James R. Thompson, Mayumi Hagiwara, Julie Herold, Sarah Hoekstra, <strong>and</strong> Samantha Manser Ill<strong>in</strong>ois State University Abstract: The Family Assessment Portfolio (FAP) is a new tool that <strong>in</strong>cludes scrapbooks, web-based profiles, <strong>and</strong> movies that families create to <strong>in</strong>troduce their children to educators. FAP was developed to promote good home/school communication <strong>and</strong> collaboration. Although FAPs appear to be a promis<strong>in</strong>g practice for the field of special education, there is limited <strong>in</strong>formation about its social validity; the social importance of FAPs’ goals, procedures, <strong>and</strong> outcomes. To evaluate the acceptability <strong>and</strong> effectiveness of the FAPs, data were collected, through <strong>in</strong>terviews <strong>and</strong> questionnaires, from three groups of stakeholders: parents, FAP facilitators, <strong>and</strong> educators. Participants reported that the goals of the FAPs are important for both families <strong>and</strong> educators. The procedures for develop<strong>in</strong>g the FAP were considered to be appropriate <strong>and</strong> acceptable, <strong>and</strong> the f<strong>in</strong>al product was evaluated as very useful <strong>and</strong> mean<strong>in</strong>gful. Participants also shared their perceived challenges related to the FAPs <strong>and</strong> had suggestions for improvement. Implications for future research <strong>and</strong> practice are discussed. In the field of special education there is widespread consensus regard<strong>in</strong>g the merits of a family-centered approach to provid<strong>in</strong>g services <strong>and</strong> supports. Decades of research have documented positive outcomes from family participation <strong>in</strong> a child’s school<strong>in</strong>g, <strong>and</strong> federal special education legislation strongly encourages parental <strong>in</strong>volvement <strong>in</strong> educational plann<strong>in</strong>g (Turnbull, Turnbull, Erw<strong>in</strong>, & Soodak, 2006). However, barriers to effective family/school partnerships persist (Lake & Bill<strong>in</strong>gsly, 2000). A new tool, the Family Assessment Portfolio (FAP), was developed to promote successful home/school collaboration. FAPs <strong>in</strong>clude scrapbooks, web-based profiles, <strong>and</strong> movies that families create to <strong>in</strong>troduce their children to educators. “Although FAPs are not a panacea for all of the challenges associated with home/school communication <strong>and</strong> collaboration, FAPs can be used to (a) empower The research reported here was supported <strong>in</strong> part by fund<strong>in</strong>g from The Autism Program of Ill<strong>in</strong>ois <strong>and</strong> the Ill<strong>in</strong>ois Council on <strong>Developmental</strong> <strong>Disabilities</strong>. Correspondence concern<strong>in</strong>g this article should be addressed to Hedda Meadan, Department of Special <strong>Education</strong>, Ill<strong>in</strong>ois State University, MC 5910, Normal, IL 61790-5910. <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), 421–430 © <strong>Division</strong> on <strong>Developmental</strong> <strong>Disabilities</strong> families by <strong>in</strong>volv<strong>in</strong>g them <strong>in</strong> the assessment process; (b) enhance opportunities for families to communicate the <strong>in</strong>formation they most want schools to know; (c) familiarize future educators with students (e.g., likes, dislikes, strengths, needs, <strong>and</strong> communication skills); <strong>and</strong> (d) <strong>in</strong>crease the likelihood that special education services <strong>and</strong> <strong>in</strong>terventions will truly address a child’s most important needs” (Thompson, Meadan, Fansler, Alber, & Balogh, 2007, p. 19). The idea for develop<strong>in</strong>g FAPs orig<strong>in</strong>ally came from parents <strong>in</strong> central Ill<strong>in</strong>ois who wanted to encourage local schools to <strong>in</strong>clude their children <strong>in</strong> general education classrooms. They began creat<strong>in</strong>g materials (e.g., scrapbooks, student profiles) that provided <strong>in</strong>formation about their children to future teachers <strong>and</strong> adm<strong>in</strong>istrators prior to the start of the school year. Although some of the <strong>in</strong>formation <strong>in</strong> scrapbooks <strong>and</strong> student profiles paralleled what one would expect to f<strong>in</strong>d <strong>in</strong> typical assessment reports (e.g., <strong>in</strong>formation about words known <strong>and</strong> how the child communicates, functional descriptions of motor abilities <strong>and</strong> challenges, <strong>and</strong> descriptions of specialized equipment used), such <strong>in</strong>formation was presented <strong>in</strong> an accessible, personal, <strong>and</strong> “user friendly” format. Parents, teachers, Family Assessment Portfolios / 421
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Education
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Education
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Education
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Best Practices in
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plication facts to middle school st
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Multiculturalism, Religion, <strong
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disability that are conveyed throug
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the rest of society until acted upo
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abilities as an opportunity for spi
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ability and qualit
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TABLE 1 Dolly Gray Children’s Lit
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who did not clearly have a developm
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TABLE 3 Juvenile Literature with Ma
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TABLE 5 Characterizations i
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drome in The Duche
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Special Olympics). Most of the recr
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Gresham, Kern, Barreras, Thornton,
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number of cases of sin</str
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TABLE 1 Continued
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TABLE 1 Continued
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TABLE 1 Continued
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TABLE 2 Continued
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TABLE 2 Continued
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TABLE 2 Continued
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TABLE 2 Continued
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Target Behaviors A number of social
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to promote social skills in
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*Hine, J. F., & Wo
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Learn by Doing: A
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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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applied the vocabulary word to a gi
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Jacob, Carl, and R
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