Literaturnachweis - Detailanzeige
| Autor/inn/en | Gregg, Katy; Rugg, Mary; Souto-Manning, Mariana |
|---|---|
| Titel | Fostering Family-Centered Practices through a Family-Created Portfolio |
| Quelle | In: School Community Journal, 21 (2011) 1, S.53-70 (18 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1059-308X |
| Schlagwörter | Disabilities; Parent Student Relationship; Family Attitudes; Family Characteristics; Family Involvement; Family Role; Family School Relationship; Portfolios (Background Materials); Case Studies; Communication Strategies; Individualized Education Programs; Nonverbal Communication; Visual Aids; Holistic Approach |
| Abstract | When a child has disabilities, families and professionals must communicate their concerns and goals for the child. Often these concerns are expressed as weaknesses within a deficits-based framework. The use of a strengths-based, family-created portfolio is a communication strategy for reconceptualizing a child from the family's perspective in terms of individuality, strengths, and motivations. This article takes a narrative approach to present one family's experience with a portfolio system in order to personalize the discussion and interpret the possible utilization of this family-generated portfolio as an aid for families communicating the needs of their child to educators. A family-created portfolio is a practice that gives families more control over their involvement by providing them with an opportunity to express their child's individuality beyond who the child is perceived as at school. (As Provided). |
| Anmerkungen | Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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