Family Assessment Portfolios: A New Way to Jumpstart Family/School Collaboration

Autor/inn/en	Thompson, James R.; Meadan, Hedda; Fansler, Kenneth W.; Alber, Sarah B.; Balogh, Patricia A.
Titel	Family Assessment Portfolios: A New Way to Jumpstart Family/School Collaboration
Quelle	In: TEACHING Exceptional Children, 39 (2007) 6, S.19-25 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Portfolios (Background Materials); Individualized Education Programs; Parent Participation; Family Involvement; Disabilities; Parent School Relationship; Communication Skills; Family School Relationship; Special Needs Students; Barriers; Evaluation Methods; Films; Video Technology; Web Sites; Student Characteristics + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Elternmitwirkung; Handicap; Behinderung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Kommunikationsstil; Sonderpädagogischer Förderbedarf; Film; Web-Design
Abstract	Many parents and educators have questions before individualized education program (IEP) meetings. However, barriers to effective family/school partnership continue to exist, despite widespread consensus regarding the merits of a family-centered approach to providing services and supports, decades of research documenting positive outcomes from family participation in a child's schooling, and federal special education legislation that strongly encourages parental involvement in educational planning. There is a wealth of information available regarding professional practices that can promote positive working relationships with families. A new tool, Family Assessment Portfolios (FAPs), can help promote good home/school collaboration. Although FAPs are not a panacea for all of the challenges associated with home/school communication and collaboration, they can be used to: (a) empower families by involving them in the assessment process; (b) enhance opportunities for families to communicate the information they most want schools to know; (c) familiarize future educators with students (e.g., likes, dislikes, strengths, needs, and communication skills); and (d) increase the likelihood that special education services and interventions will truly address a child's most important needs. (Contains 5 figures.) (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10