Family-Professional Partnerships

CONNECT Module 4

CONNECT

Learning Objectives

1. Describe effective practices for developing trusting family-professional partnerships in early care and education programs.

2. Use a decision-making process to select partnership-oriented practices linked to (a) developing an initial friendly relationship, (b) making shared decisions, and (c) developing a trusting partnership with families to address challenging issues.

CONNECT

IntroductionWelcome to the module on family-professional

partnerships developed by CONNECT. This module builds on the basic communication practices you learned in Module 3 and extends to partnership-oriented practices designed to promote trusting partnerships with families.

Similar to basic communication skills, partnership-oriented practices require ongoing practice, reflection, and feedback to improve effectiveness in developing trusting partnerships with families.

CONNECT

CONNECT 5-Step Learning Cycle™You will use a 5-step process taken from evidence-based

practice to learn more about partnership-oriented practices between professionals and families.Step 1: Dilemma – Consider a dilemma.Step 2: Question – Turn the dilemma into an answerable

question.Step 3: Evidence – Consider key sources of evidence.Step 4: Decision – Integrate sources of general evidence,

different perspectives, and unique contexts to make an informed decision.

Step 5: Evaluation – Evaluate the practice decision.

Step 1 - Dilemma

5-Step Learning Cycle ™

Step 1

In Step 1 you will hear and read about two perspectives on a practice dilemma. The dilemma is about a teacher sharing a concern with a father of a preschool age child.

Meet China. She is a teacher in an NAEYC accredited program that serves children birth through five years of age. China’s program is a large full-day community child care

center. She has become concerned about Aaron, a four-year-old boy in her classroom.

Module 4 | Step 1

Video 4.1

Video 4.1: The teacher’s viewpoint China, a teacher in a large, full-day child care

center shares a dilemma about how to express her concerns about little Aaron, a 4-year-old boy in her class, with his father Aaron. (running time: 2 min. 12 sec.)

Module 4 | Step 1

Video 4.2

Video 4.2: The family’s viewpoint Aaron, the father of little Aaron, a 4-year-old boy

in a preschool classroom, shares his story and goals for his family’s future. (running time: 1 min. 37 sec.)

Module 4 | Step 1

Activity 3.1a

Now, take a minute to check your knowledge and complete Activity 3.1a: Describe the dilemma

Module 3 | Step 1

Step 2: Question

5-Step Learning Cycle ™

Step 2

In Step 2 you will turn the dilemma about how to build a trusting partnership into an answerable question to help guide the search for evidence on a particular practice.

You can use a tool called PICO to help create a focused question that is answerable through research.

PICO identifies the most essential information needed for this question.

Module 4 | Step 2

PICO

This information consists of short phrases that can be entered into a web-based search engine to find the best available research evidence on a particular practice such as partnership-oriented practices.

PICO requires that you identify the following information to develop the answerable question:

P – Person (characteristics of the child or family who will receive the intervention)I – Interventions being consideredC – Comparison to other interventions (if there is research that compares two or more interventions)O – Outcomes desired

Module 4 | Step 2

Activity 3.2a

Use PICO to identify the important information from the dilemma about how to build a trusting partnership with a family and create the answerable question in Activity 4.2a.

After you complete Activity 4.2a, view an answerable question related to the dilemma about building a trusting partnership.

Module 4 | Step 2

Answerable Question

In working with families of young children in early care and education programs (P), are partnership-oriented practices (I) effective in promoting trusting family-professional partnerships (O)?

Module 4 | Step 2

Step 3: Evidence

5-Step Learning Cycle ™

Step 3

Step 3 is organized into the following four sections to enable you to consider key sources of knowledge about partnership-oriented practices.

Definition – Partnership-oriented practices are defined and further explained with examples and activities.

Research – Best available research on partnership-oriented practices are summarized.

Policies – Federal legislation and professional guidelines related to partnership-oriented practices are presented.

Experience-based knowledge – Practitioners and family leaders share their insights and suggestions on the importance of partnership-oriented practices.

Module 4 | Step 3

A. Definition

Partnership-oriented practices include: Enhanced communication, high expectations, respect, commitment, equality, and advocacy.

Partnership-oriented practices encompass both a child focus and family focus. This means that it is essential to demonstrate partnership-oriented practices in interacting with children and parents.

The family focus builds upon a foundation of practitioners being able to demonstrate effective basic communication skills with adults (described in Module 3). The child focus builds upon a foundation of practitioners being able to engage in practices that demonstrate effective teaching.

Figure 1 is a Family-Professional Partnership Framework that illustrates this definition.

Module 4 | Step 3

Figure 1 Module 4 | Step 3

Video 4.3

Video 4.3: Description of family-professional partnership framework

Dr. Ann Turnbull, Distinguished Professor, Co-Founder and Co-Director of the Beach Center on Disability, describes the family-professional partnership framework to illustrate partnership-oriented practices.

Module 4 | Step 3

Examples and Applications of Partnership-Oriented Practices Trust exists on a continuum, and families are at various

points on that continuum when their child starts in an early childhood program. However, a trusting partnership evolves over time rather than happening quickly at the beginning of a relationship. Building trust can be thought of in terms of three phases: Developing an initial friendly relationship – Being on

beginning ground Making shared decisions – Being on middle ground Addressing challenging issues – Being on firm ground

Module 4 | Step 3

Handout 4.1

Handout 4.1 includes examples and applications of partnership-oriented practices at each phase. As you go through Step 3 of this module, you will learn about examples and applications at each phase separately. Then you will have a chance to integrate what you have learned across each of the three phases.

Module 4 | Step 3

Examples and Applications of Partnership-Oriented Practices (cont.) The length of time it takes to reach a trusting partnership

can vary significantly from one family to another. It is much easier to address challenging issues when you are on firm ground in your relationships with families.

In Module 3 you learned that effective basic communication practices require individualization with each practitioner and family, and the same is true for partnership-oriented practices.

You will need to adapt the partnership-oriented practices in this module to each family’s preferred communication style, cultural considerations, and preferences.

Module 4 | Step 3

Activity 4.3a

Take a minute to check your knowledge and complete Activity 4.3: Reflect on your partnerships with professionals

Module 4 | Step 3

Developing an Initial Friendly Relationship – Beginning Ground Developing a friendly relationship from the outset requires

that practitioners foster comfortable interactions with families, characterized by ease and openness. The development of a friendly relationship occurs as practitioners demonstrate practices aligned with enhanced communication, high expectations, respect, commitment, equality, and advocacy. Watch Video 4.4 of Clara, a practitioner, making an initial home visit

with a mother. Then, discuss her initial interactions with families and reflect on her practices to start the relationship off on a positive note.

Next, watch the Video 4.5 of Libby, a teacher, and Kim, a parent to Ella, to observe and reflect on examples of practices related to developing an initial friendly relationship (beginning ground).

Module 4 | Step 3

Handouts

Handout 4.2: Partnership-Oriented Practices: Observation Checklist

Handout 4.3: Partnership-Oriented Practices: Observation Checklist- Answer Key

Module 4 | Step 3

Video 4.4

Video 4.4: Starting a relationship Clara, a practitioner, makes an initial home visit with a mother and describes how to begin a family-professional partnership, especially working with families from different cultural backgrounds.

Module 4 | Step 3

Video 4.5

Video 4.5: Libby and Kim - Beginning ground conversation

Libby, a teacher in a child care center, and Kim, a parent of a 4-year-old girl (Ella), have a conversation about working together and learning from one another. This conversation highlights developing an initial friendly relationship.

Module 4 | Step 3

Activity 4.4a

Take a minute to check your knowledge and complete Activity 4.4a: Identify video examples of developing an initial friendly relationship (beginning ground)

Module 4 | Step 3

Making Shared Decisions – Middle Ground A trusting partnership moves beyond a friendly relationship as

practitioners and families have multiple opportunities to interact, exchange information, and share insights with each other in the process of shared decision-making.

This evolution of trust occurs as practitioners demonstrate more sophisticated practices aligned with enhanced communication, high expectations, respect, commitment, equality, and advocacy. With the development of trust, conversations and information exchanges are easier and less guarded. This allows for more personal topics to be covered and for more candid exchanges. Watch the video to identify and reflect on examples of practices related

to making shared decisions.

Module 4 | Step 3

Handouts

Handout 4.2: Partnership-Oriented Practices: Observation Checklist

Handout 4.3: Partnership-Oriented Practices: Observation Checklist- Answer Key

Module 4 | Step 3

Video 4.6

Video 4.6: Libby and Kim - Middle ground conversation

Libby, a teacher in a child care center, and Kim, a parent of a 4-year-old girl (Ella), have a conversation about working together and learning from one another. This conversation highlights addressing challenging issues.

Module 4 | Step 3

Activity 4.5a

Take a minute to check your knowledge and complete Activity 4.5a: Identify video examples of making shared decisions (middle ground)

Module 4 | Step 3

Addressing Challenging Issues – Firm Ground

A trusting partnership between practitioners and families enables practitioners to address challenging issues in a positive and constructive manner.

As trust evolves from middle ground to firm ground, partnership-oriented practices such as enhanced communication, high expectations, respect, commitment, equality, and advocacy become the most sophisticated. Watch the video to identify and reflect on examples of

practices related to addressing challenging issues.

Module 4 | Step 3

Video 4.7

Video 4.7: Libby and Kim - Firm ground conversation

Libby, a teacher in a child care center, and Kim, a parent of a 4-year-old girl (Ella), have a conversation about working together and learning from one another. This conversation highlights making shared decisions.

Module 4 | Step 3

Putting It All Together

You have learned partnership-oriented practices for developing a trusting partnership which involves three phases: (a) developing an initial friendly relationship (beginning ground), (b) making shared decisions (middle ground), and (c) addressing challenging issues (firm ground).

Although examples and applications of practices were introduced within these three phases, practices do not always fall into three discrete categories. Lines are often blurred as relationships move in the direction of a trusting partnership.

For additional practice, watch the three videos below to identify and reflect on examples of practices related to each of the three phases and developing a trusting partnership.

Module 4 | Step 3

Video 4.8

Video 4.8: Maggie and Latesha - Beginning ground conversation

Maggie, a teacher in a child care center, and Latesha, a parent of a 4-year-old boy (Cameron), have a conversation about working together and learning from one another. This conversation highlights developing an initial friendly relationship.

Module 4 | Step 3

Video 4.9

Video 4.9: Maggie and Latesha - Middle ground conversation

Maggie, a teacher in a child care center, and Latesha, a parent of a 4-year-old boy (Cameron), have a conversation about working together and learning from one another. This conversation highlights making shared decisions.

Module 4 | Step 3

Video 4.10

Video 4.10: Maggie and Latesha - Firm ground conversation

Maggie, a teacher in a child care center, and Latesha, a parent of a 4-year-old boy (Cameron), have a conversation about working together and learning from one another. This conversation highlights addressing challenging issues.

Module 4 | Step 3

B. Research

As part of evidence-based practice, families and practitioners can turn to the best available research to answer questions and solve practice dilemmas. The best available research should be current and of high quality, have information about how the practice was implemented and whether it was effective, and be relevant to the situation in the practice dilemma.

Terms related to forming trusting partnerships with families are often used interchangeably – family-professional partnerships, family-provider relationships, family-centered helpgiving practices, family engagement practices, and family-centered care. All of these terms reflect the importance of the relationship between families and early childhood practitioners.

Learn more about the effectiveness research on family-centered helpgiving practices by reading Handout 4.4: Research Summary on Family-Centered Helpgiving Practices. This summary is based on a research synthesis on family-centered helpgiving practices, which are a set of practices similar to the partnership-oriented practices described in this module.

Module 4 | Step 3

Audio 4.1

Audio 4.1: Perspectives of Dr. Beth Harry Dr. Beth Harry, a professor and chair of special education at

the University of Miami, discusses the importance of earning the trust of parents from diverse backgrounds through demonstrating respect for their perspectives.

Dr. Harry has described the transforming impact of her daughter with special needs on her personal and professional life.

She is a nationally recognized leader in research related to cultural diversity within the field of special education, especially on the topic of family-professional partnerships.

Module 4 | Step 3

Handout 4.4

Handout 4.4: Research Summary on Family-Centered Helpgiving Practices

Module 4 | Step 3

Activity 4.8a

Take a minute to check your knowledge and complete Activity 4.8a: Apply the research to practice

Module 4 | Step 3

C. Policies

In addition to the best available research on family-professional partnerships, you can turn to federal legislation and professional guidelines to answer questions about practice.

Module 4 | Step 3

Policies

For this module on family-professional partnerships, information on policy is drawn from two sources: the Head Start Performance Standards and the Individuals with Disabilities Education Act (IDEA).

The Head Start Performance Standards include a standard on Family Partnerships (45CFR 1304.40). A central focus of Head Start is to work closely with families to improve the lives of young children. The Family Partnerships standard includes policies directed at engaging in a collaborative partnership-building process with parents, and creating individualized family partnership agreements.

For children with identified disabilities, IDEA has as one of its most significant themes an emphasis on parents being equal partners with professionals in making educational decisions about their children. Handout 4.5: Policy Advisory – The Law Governing Family-Professional Partnerships summarizes key Head Start Performance Standards and IDEA provisions for Part C (ages birth-3) and Part B (ages 3-21) programs related to families.

Module 4 |Step 3

Professional Guidelines

DEC Recommended Practices: A Comprehensive Guide for Practical Application in Early Intervention/Early Childhood Special Education (2005) is the result of an effort that integrated the best available research evidence with knowledge gained through experience in practice. The final set of practices was determined through a consensus process.

Within the DEC Recommended Practices, family-professional partnerships are specifically addressed in the Family-Based Practices (F1-F17), and are organized into four categories: Families and professionals share responsibility and work collaboratively, Practices strengthen family functioning, Practices are individualized and flexible, and Practices are strengths and assets-based.

Module 4 | Step 3

Supplemental Materials

To learn more about the NAEYC and DEC professional guidelines, and the Head Start Performance Standards, see Supplemental Materials.

Module 4 | Step 3

Activity 4.9a

Take a minute to check your knowledge and complete Activity 4.9a: Consider the policy on family-professional partnerships

Module 4 | Step 3

D. Experience-Based Knowledge Earlier you considered two important sources of evidence: the best

available research and policies/professional guidelines about family-professional partnerships. Experience-based knowledge is another source of evidence to help guide your decision-making. Experience-based knowledge is the “know-how” that comes from solving problems, overcoming barriers, and making decisions in everyday life.

CONNECT staff identified parents and practitioners from around the country who have experienced-based knowledge on the topic of family-professional partnerships and invited them to share their views.

Now listen to audio clips from phone interviews with these spokespersons and identify important considerations to keep in mind about developing trusting partnerships.

Module 4 | Step 3

Audio 4.2: Janice Fialka

Janice and her husband have two wonderful adult-children, Micah and Emma. They love to laugh together, travel, and discuss social justice issues at the kitchen table. Janice is a social worker, national speaker, author, and is active in the disability justice movement.

She is also the Special Projects Trainer for Early On (Michigan's Part C Training and T.A. system). Micah is one of the new wave of adults with intellectual disabilities who attend college. To learn more about Janice and Micah's work, go to www.danceofpartnership.com and www.throughthesamedoor.com.

Module 4 | Step 3

Audio 4.3: Samtra Devard Samtra resides in Bear, Delaware, with her husband and their

three children, one of whom has a disability. Samtra is the founder of the HOPE Center Network for Families – which operates under the core belief that “Every Child Has Possibilities”.

Samtra is a devoted advocate for children and their families and is particularly interested in advocating for systems change. She is a parent leader in numerous national and state organizations and initiatives, as well as a writer and speaker at workshops and conferences nationwide.

Samtra holds a Bachelor of Science degree in Chemical Engineering from Drexel University. Learn more at about the HOPE Center Network for Families at www.hopecenterofde.com.

Module 4 | Step 3

Audio 4.4: Subarna Dharia Subarna is a pediatrician whose main area of interest is serving

children with disabilities. After working in private practice for several years, she now works for the Infant and Toddler Connection of Fairfax-Falls Church in Virginia. Subarna is also the proud mother of two boys. Subarna works with families of children with developmental delays as a resource of medical knowledge.

Her oldest son has global developmental delays and inspired her to help other families overcome the challenges associated with special needs. Subarna is interested in the early diagnosis and treatment of disabilities so that children have every opportunity to succeed.

Module 4 | Step 3

Audio 4.5: Rosalia Fajardo

Rosalia is Director of Outreach for the Parent Educational Advocacy Training Center (PEATC). She came to the U.S. from Colombia when her advocacy as a special advisor to the Justice Minister brought threats against her life.

Through her background as a lawyer, she has applied her expertise in advocacy, community organization, and empowerment to assist countless children and families with a message of hope and change.

Rosalia's personal experiences as a parent of a child with disabilities and her knowledge of services has made her a lifeline for immigrant families.

Module 4 | Step 3

Audio 4.6: Salvador Moran Salvador is an early childhood special educator who works with

children who are culturally, linguistically and ability diverse in preschool programs in the Arlington, Virginia, public schools.

He strives to empower parents to advocate for their children, seeing the value of building authentic relationships with families. Salvador makes learning meaningful for children by listening to their family stories and building on their funds of knowledge.

Currently, he is a doctoral student at George Mason University in the Early Childhood Special Education program, concentrating on social justice for young children and their families.

Module 4 | Step 3

Step 4: Decision

5-Step Learning Cycle ™

Step 4: Decision

In Step 4 you will integrate sources of evidence, different perspectives, and unique contexts to make an informed decision. Making an informed decision requires that you: Consider perspectives and contexts, Integrate evidence with perspectives and contexts to

make a decision, and Plan for implementation.

Module 4 | Step 4

A. Consider Perspectives and Contexts Step 3 provided an opportunity to consider general

sources of evidence about engaging in partnership-oriented practices in order to develop trusting partnerships with families. Now you will need to think about what you learned in Step 3 in light of China and Aaron’s unique situation. To help you understand the contexts further, listen to their perspectives.

Use the information from these perspectives to describe the unique contexts in which this dilemma occurs in Activity 4.11a.

Module 4 | Step 4

Audio 4.7

China’s perspective (little Aaron’s teacher) China, a teacher in a child care center talks about her

relationship with Aaron, the father of a 4-year-old in her classroom, and about how to express her concerns about little Aaron to him (running time: 0 min., 54 sec.).

Module 4 | Step 4

Audio 4.8

Aaron’s perspective (little Aaron’s father) The father of little Aaron, a 4-year-old boy in a

preschool classroom, shares his thoughts on being involved in the classroom and his views on little Aaron’s teacher, China (running time: 0 min., 51 sec.).

Module 4 | Step 4

Activity 4.11a

Take a minute to complete the Core Activity 4.11a: Consider the unique contexts

Module 4 | Step 4

B. Integrate Evidence and Contexts to Make a Decision

To decide which partnership-oriented practices China should use to develop a trusting partnership with Aaron, the father, and how she should use them, you will need to integrate general sources of evidence with the different perspectives and unique contexts in this dilemma.

Complete Activity 4.12a to summarize and integrate these sources of evidence and to make a recommendation.

Module 4 | Step 4

Activity 4.12a

Take a minute to complete the Core Activity 4.12a: Use evidence-based practice decision-making

Module 4 | Step 4

C. Plan for Implementation Once a decision has been reached about which partnership-oriented

practices to use, you will need to think about how China might implement these practices. The plan for implementation requires that you: Review the partnership-oriented practices that are recommended to establish a

trusting partnership. Review the partnership-oriented practices in Handout 4.1 and Activity 4.10a with particular attention to the examples and applications that might be especially effective for China to use with Aaron.

Identify practices that China can use with Aaron at the beginning ground, middle ground, and firm ground phases to establish a trusting partnership. Complete the implementation plan in Activity 4.13a to show how China can use specific partnership-oriented practices to build a trusting partnership with Aaron. (Remember that China will need to incorporate the basic communication strategies in Module 3 related to attending and active listening, seeking and verifying information, and joining and supporting.)

Module 4 | Step 4

Step 5 - Evaluation

5-Step Learning Cycle ™

Step 5: Evaluation

In Step 5 you will consider ways to evaluate the plan for engaging in partnership-oriented practices that resulted from the decision-making process. The following information can help you think about what methods you can use, sources of information you will need to gather and people who should be involved in the evaluation: What is meant by assessment and evaluation, The purpose of evaluation, and Gathering and using assessment information.

Module 4 | Step 5

A. What is Meant by Assessment and Evaluation Assessment is the process of systematically gathering information as part of

an evaluation. Evaluation is a broader term that refers to all of the methods used to find out what happens as a result of using a specific intervention or practice. The knowledge that practitioners and families gain as a result of evaluating a practice through assessment helps them understand the effects of the practice, make appropriate changes, or plan a different practice, if needed. For example, in the situation with China and Aaron, gathering assessment information about Aaron’s satisfaction with partnership practices could help China determine if their relationship was evolving into a trusting partnership. The results of an evaluation also can indicate the need to consider additional ways to enhance a trusting partnership.

To learn how well partnership-oriented practices are working, China will need to gather assessment information to help her evaluate the family-professional partnership between her and Aaron.

Module 4 | Step 5

B. Purpose of Evaluation

To help decide what information to gather to assess the development of a trusting partnership, China should consider the following purposes for conducting an evaluation of the implementation plan: To monitor the development of a trusting partnership, To guide planning and decision-making, and To report and celebrate progress.

Module 4 | Step 5

C. Gathering and Using Assessment Information

Determine if the intervention was implemented Handout 4.6 is a conversation guide that China can use with a mentor (such as a program director or

program coach) or with a larger team to discuss and reflect on the extent to which she implemented partnership-oriented practices to establish an initial friendly relationship (beginning ground) to build a trusting partnership with Aaron.

Determine if the intervention was effective Handout 4.7 is a copy of the Beach Center Family-Professional Partnership Scale (Family Version) that

Aaron can use to report on the extent to which he is satisfied with the partnership that he and China are in the process of building. Handout 4.8 is a copy of the Beach Center Family-Professional Partnership Scale (Professional Version) that China can use as a self-assessment to reflect on her satisfaction with her partnership with Aaron.

Summarize and use assessment results Once an assessment has been conducted, a key task will be for China to review the assessment

information, including the scales that she and Aaron completed. She should note areas of high satisfaction as well as areas for improvement. She could invite Aaron to make a couple of suggestions to recommend steps that she and/or others in the childcare program could take in order to best build on his strengths and preferences to address continuing needs. In order to track the development of her trusting partnership with Aaron over time, China may file the completed scales to compare with future ones.

Module 4 | Step 5

Assessment Principles

Although it has been a standard approach in early childhood programs to conduct child assessments, it is not as typical to conduct ongoing assessments of partnership-oriented practices carried out with families. In order to ensure that partnership-oriented practices are implemented appropriately and are effective in their outcomes, assessment is vital. It is important to keep in mind the following assessment principles:Use multiple sources of information (parents, teachers). Use multiple methods of gathering information (family rating scales, anecdotal records). Consider partnership-oriented practices in different contexts and situations (formal parent-

teacher meetings, dyadic exchanges, group situations). Gather assessment information over multiple points of time. Determine if partnership-oriented practices were implemented in the way they were

intended. Involve the entire team, including the family, in planning, conducting, and interpreting

assessment results. Use assessment results to modify practices if needed.

Module 4 | Step 5

Summary and Wrap Up

Summary and Wrap Up

Let’s review what you have learned in Module 4 about how to use partnership-oriented practices with families in order to develop trusting partnerships. In Step 1 you read about a practice dilemma related to China and Aaron. In Step 2 you turned this practice dilemma into an answerable question, with a

focus on finding out whether engaging in partnership-oriented practices would enhance a trusting partnership between China and Aaron.

In Step 3 you considered key sources of knowledge about partnership-oriented practices, including the best available research evidence, policies and professional guidelines, and experience-based knowledge.

In Step 4 you integrated these sources of evidence with the perspectives of China and Aaron to make an informed practice decision, and created a plan for implementing your decision.

In Step 5 you considered ways to evaluate the plan for using partnership-oriented practices to develop a trusting partnership.

Module 4

References and Credits

Acknowledgments

Many, many people contributed their time, talents, expertise and valuable resources to the making of this module. We would like to acknowledge and give special thanks to the following contributors: China Kluttz, Aaron Shah, Cherie Takemoto, and Rud

Turnbull. We would also like to give special thanks to our

experience-based knowledge experts: Samtra Devard, Subarna Dharia, Janice Fialka, Rosalia Fajardo, and Salvador Moran.

Module 4

References

Blue-Banning, M., Summers, J.A., Frankland, H.C., Nelson, L.L., & Beegle, G. (2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Council for Exceptional Children, 70(2), 167-184.

Individuals with Disabilities Education Act of 2004 (IDEA), Pub. L. No. 108-446. For complete source of information, go to http://idea.ed.gov/

Pérez-Méndez, C., Moore, S.M. (Producers), and Landlocked Films LLC (co-Producer). (2005). Beyond words: Effective use of translators, interpreters, and cultural mediators [VHS]. Available at http://www.puentesculturales.com and http://www.landlockedfilms.com

Sandall, S., Hemmeter, M.L., Smith, B., & McLean, M. (Eds). (2005). DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education. Missoula, MT: Division for Early Childhood.

Summers, J.A., Hoffman, L., Marquis, J., Turnbull, A., Poston, D., & Nelson, L.L. (2005). Measuring the quality of family–professional partnerships in special education services. Exceptional Children, 72(1), 65-83.

Module 4

The CONNECT Team

InvestigatorsPam WintonPrincipal InvestigatorUniversity of North Carolina at Chapel Hill

Virginia BuysseCo-Principal InvestigatorUniversity of North Carolina at Chapel Hill

Beth RousCo-Principal InvestigatorUniversity of Kentucky

Ann TurnbullCo-Principal InvestigatorUniversity of Kansas

Project StaffUniversity of North Carolina at Chapel HillChih-Ing LimProject Coordinator

Jonathan GreenDirector of Electronic Communication

Maggie ConnollyModule Coordinator

Christine LindauerResearch Associate

Heidi HollingsworthResearch Associate

Gina HarrisonGraphic Designer

Don TrullVideographer

University of KentuckyPatricia SingletonInstructional Design Specialist

Project InternsParent Educational Advocacy Training Center (PEATC)Cherie TakemotoExecutive Director(also doctoral candidate at George Mason University)

University of North Carolina at Chapel HillHattice DoganGraduate Research AssistantJessica DykstraGraduate Research Assistant

Earlham CollegeRobert Ezekiel HartStudent Intern

Module 4