Evaluating the acceptability and effectiveness of family assessment portfolios

Hedda Meadan, James R. Thompson, Mayumi Hagiwara, Julie Herold, Sarah Hoekstra, Samantha Manser

Research output: Contribution to journalArticlepeer-review

Abstract

The Family Assessment Portfolio (FAP) L· a new tool that includes scrapbooks, web-based profiles, and movies that families create to introduce their children to educators. FAP was developed to promote good home/school communication and collaboration. Although FAPs appear to be a promising practice for the field of special education, there is limited information about its social validity; the social importance of FAPs' goals, procedures, and outcomes. To evaluate the acceptability and effectiveness of the FAPs, data were collected, through interviews and questionnaires, from three groups of stakeholders: parents, FAP facilitators, and educators. Participants reported that the goals of the FAPs are important for both families and educators. The procedures for developing the FAP were considered to be appropriate and acceptable, and the final product was evaluated as very useful and meaningful Participants also shared their perceived challenges related to the FAPs and had suggestions for improvement. Implications for future research and practice are discussed.

Original languageEnglish (US)
Pages (from-to)421-430
Number of pages10
JournalEducation and Training in Developmental Disabilities
Volume44
Issue number3
StatePublished - Sep 1 2009
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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