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was very important to complet<strong>in</strong>g the FAP. The parents <strong>in</strong>dicated the FAPs would be difficult (if not impossible) to create without technical assistance <strong>and</strong> support. Although parents were not overwhelmed by the technology, only one parent reported that she had created an edited movie prior to the project. Therefore, parents were <strong>in</strong> agreement that hav<strong>in</strong>g someone who knew how to work with the technology was critically important to creat<strong>in</strong>g quality multimedia products. Parents enjoyed the personal freedom to make decisions about the content of the FAP. Overall, they were satisfied <strong>and</strong> positive about the procedures used to develop FAPs. However, they did provide some constructive suggestions for changes <strong>in</strong> the procedures. Suggestions <strong>in</strong>cluded giv<strong>in</strong>g parents more specific guidel<strong>in</strong>es <strong>and</strong> written <strong>in</strong>structions on what type of <strong>in</strong>formation to <strong>in</strong>clude when record<strong>in</strong>g video. Also, written <strong>in</strong>structions on specific technical aspects of the process (e.g., how to record the voice <strong>in</strong>put for the DVD) would have been helpful. In addition, parents mentioned the need for support when updat<strong>in</strong>g <strong>in</strong>formation <strong>in</strong> the FAP <strong>in</strong> the future, as the child grows <strong>and</strong> changes. With young children, certa<strong>in</strong> <strong>in</strong>formation <strong>in</strong> the FAP becomes outdated <strong>in</strong> a relatively short period of time. When asked about the social validity of the outcome, parents were very positive <strong>and</strong> satisfied with the three components of the FAP (i.e., scrapbook, DVD, <strong>and</strong> webpage). The book was portable <strong>and</strong> <strong>in</strong>cluded essential <strong>in</strong>formation, the movie was novel <strong>and</strong> showed children as they were <strong>in</strong> their natural environments, <strong>and</strong> the webpage was someth<strong>in</strong>g that could be updated most easily <strong>and</strong> therefore has the potential to provide the most current <strong>in</strong>formation. Accord<strong>in</strong>g to the parents, FAPs provide different types of <strong>in</strong>formation than the st<strong>and</strong>ardized assessments typically used <strong>in</strong> special education. When FAPs are used <strong>in</strong> conjunction with traditional assessment <strong>in</strong>formation, a more holistic view of the child is presented. Parents reported us<strong>in</strong>g the FAP with IEP teams <strong>and</strong> meet<strong>in</strong>gs with new therapists or care providers (e.g., respite workers). Parents reported that reactions from people who viewed FAPs have been overwhelm<strong>in</strong>g positive. In addition, after shar<strong>in</strong>g FAPs parents felt empowered <strong>and</strong> respected by educators because the FAP revealed how knowledgeable 426 / <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 they were about their child <strong>and</strong> how <strong>in</strong>vested they were <strong>in</strong> their child’s education. Parents also mentioned that they have shared the FAPs with many others outside the educational system to communicate <strong>in</strong>formation about their child, <strong>in</strong>clud<strong>in</strong>g sibl<strong>in</strong>gs, extended family members, babysitters, respite workers, friends, other families who have children with similar disabilities, <strong>and</strong> members of their religious communities. A few parents had concerns related to the use of the FAPs. One parent mentioned that there was not enough time to view the DVD dur<strong>in</strong>g a meet<strong>in</strong>g with teachers <strong>and</strong> FAPs were better shared before a meet<strong>in</strong>g as opposed to at a meet<strong>in</strong>g. In addition, a few parents mentioned that they are not sure if/how the teachers utilized the <strong>in</strong>formation from the FAP to guide their teach<strong>in</strong>g (“if the teachers don’t use it, there is no po<strong>in</strong>t for us to do it.” “They might use it, but I don’t know about it”). Parents suggested hav<strong>in</strong>g a follow-up meet<strong>in</strong>g with teachers/therapists to answer any questions they have about their child <strong>and</strong> FAP <strong>and</strong> to f<strong>in</strong>d out how the teachers/therapist use the <strong>in</strong>formation. Parent questionnaires. F<strong>in</strong>d<strong>in</strong>gs from parent questionnaires (Tables 2 <strong>and</strong> 3) corroborate the f<strong>in</strong>d<strong>in</strong>gs from the <strong>in</strong>terviews. All parents <strong>in</strong>dicated <strong>in</strong> the questionnaires that they agree that the FAP is an important tool for families of children with disabilities <strong>and</strong> that the FAP is needed <strong>in</strong> the field of special education. Parents also agreed that the FAPs enhance positive home-school communication <strong>and</strong> help communicate <strong>in</strong>formation about their child. When asked about the procedures used to develop the FAP, all parents <strong>in</strong>dicated that they were satisfied with the process of develop<strong>in</strong>g the FAPs, but two parents felt that develop<strong>in</strong>g the FAP was time consum<strong>in</strong>g <strong>and</strong> required a lot of effort. Seven of the parents felt that to develop a good FAP, parents needed access to technical assistance. Similar to the <strong>in</strong>terview data, all parents <strong>in</strong>dicated <strong>in</strong> the questionnaires that they were satisfied with the f<strong>in</strong>al product of the FAP <strong>and</strong> felt that the FAP is an effective tool that will <strong>in</strong>fluence the services <strong>and</strong> <strong>in</strong>tervention a child will receive. The only outlier to this f<strong>in</strong>d<strong>in</strong>g was <strong>in</strong> regard to the follow<strong>in</strong>g negatively worded item: “It is unlikely that the FAP will <strong>in</strong>fluence special education services <strong>and</strong> <strong>in</strong>ter-
TABLE 3 Mean rat<strong>in</strong>gs on 5-po<strong>in</strong>t Likert scale (1 low, 5 high) reflect<strong>in</strong>g the extent of agreement with negatively worded items ventions that address a child’s most important needs.” Parents overwhelm<strong>in</strong>gly agreed with this statement, even though this f<strong>in</strong>d<strong>in</strong>g contradicts data from several other items that are concerned with the <strong>in</strong>fluence a FAP might have on educators <strong>and</strong> services to the child. In summary, <strong>in</strong> both <strong>in</strong>terviews <strong>and</strong> questionnaires, parents <strong>in</strong>dicated that the goals of the FAP are important for their family <strong>and</strong> for the field of special education. 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 (i.e., the three components of the FAP) was determ<strong>in</strong>ed very useful <strong>and</strong> mean<strong>in</strong>gful. Parents had suggestions for improv<strong>in</strong>g the procedures used for develop<strong>in</strong>g FAPs <strong>and</strong> for us<strong>in</strong>g FAPs with future educators. FAP Facilitator Perceptions Item Parents The FAP does not help teachers <strong>and</strong> professionals to know more about the child’s family. The FAP is not a needed tool for the field of special education. It is unlikely that the FAP will <strong>in</strong>fluence special education services <strong>and</strong> <strong>in</strong>terventions that address a child’s most important needs. The FAP does not help teachers <strong>and</strong> professionals to know more about the child’s likes, dislikes, strengths, <strong>and</strong> needs. The FAP did not contribute to communication <strong>and</strong> relationships between the family <strong>and</strong> the school.* The FAP was not worth the time <strong>and</strong> trouble it took our family to create it.* * item only on parent questionnaire Four professionals (i.e., teachers/case managers) <strong>and</strong> four university students who created FAPs with parents shared their perceptions of the FAP through an <strong>in</strong>ternet-based questionnaire. All eight respondents felt that creat<strong>in</strong>g the FAP was an important <strong>and</strong> beneficial part of a professional’s work. The respondents mentioned that the FAP is an important tool <strong>and</strong> could help future teachers to learn about Pre-service Teachers Practic<strong>in</strong>g Teachers 1.00 1.23 1.39 1.00 1.81 1.87 4.38 1.88 1.87 1.00 1.05 1.35 1.50 1.00 a new student, enhance positive communication between school <strong>and</strong> home, <strong>and</strong> also help parents share important <strong>in</strong>formation with educators, therapists, family members, <strong>and</strong> friends. When asked about the procedures used to develop FAPs, the responders mentioned that the development of all components, especially the DVD movie required considerable time <strong>and</strong> effort. Much of the time <strong>and</strong> effort that was <strong>in</strong>itially required was spent on learn<strong>in</strong>g how to create the materials (e.g., prepare scrapbooks for publication by an onl<strong>in</strong>e publisher, edit the movies us<strong>in</strong>g consumer level movie mak<strong>in</strong>g software, create web pages). Neither the university students nor the professionals came to the project with advanced knowledge on how to create multimedia materials. Because of the learn<strong>in</strong>g curve <strong>in</strong>volved <strong>in</strong> creat<strong>in</strong>g the products, the respondents reported the creation of the first FAP took much more time than subsequent FAPs. As one respondent said, “mak<strong>in</strong>g movies was timeconsum<strong>in</strong>g <strong>and</strong> required a lot of effort <strong>and</strong> multimedia skills. The first time is always challeng<strong>in</strong>g, but by the second time I got used to it.” The FAP facilitators provided a few suggestions for improv<strong>in</strong>g the process of develop<strong>in</strong>g Family Assessment Portfolios / 427
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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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“add depth and m
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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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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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Page 97 and 98: Effectiveness of Parent and
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Page 105 and 106: Figure 2. Percentage of correct res
Page 107 and 108: Figure 4. Percentage of correct res
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Page 111 and 112: care and domestic
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Page 115 and 116: TABLE 1 Definition
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Page 119 and 120: Figure 2. Percentage of occurrence
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Page 129 and 130: TABLE 2 Book Adaptations Book Dirty
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Page 137 and 138: Evaluating the Acc
Page 139 and 140: TABLE 1 Characteristics of children
Page 141: educators. These educators were enr
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