FAMILIES AND COMMUNITY ---- BUILDING BRIDGES TO INCLUSION
----Bridges that LAST!
Building on the Hopes and Dreams of Families
Mary E. Rugg, M.Ed.
If you meet a friend that you haven’t seen for a long time, how would you describe your child to them?
Every child has individual strengths, interests, and preferences, or “assets,” which contribute to the child’s unique personality. A child interacts as a family member and with peers to establish relationships, which may be built and nurtured from everyday home, school, and community activities. It is important for families to identify and build on a child’s assets in order to support their participation in the many natural learning opportunities of daily life. Through participating in activities together, doing the things children do, children learn from one another while developing positive relationships and friendships.
How do positive relationships develop among family members, providers, and peers? Do we take the time to talk with parents about their child’s interests, play activities and preferences? Or do we focus our attention on the results of test scores and agency procedures? Do we ask family members to share the unique characteristics of their child, while recognizing ways we could be of support to the child and family? Do we ask families about their hopes and dreams for their child?
At IHDD, our efforts focus on recognizing the assets of each child and family in order to support their participation in everyday family, school, and community life. Building a child portrait – or child portfolio if you will – is the focus of Take A Look At Me™, a strengths-based child portfolio process that involves family members in the identification of a child’s unique interests, preferences and play skills.
The portfolio also serves to assist caregivers to feel comfortable and confident in helping the child with a disability to be a part of family, school, and community life. The process promotes building supports based on the hopes and dreams of the family for their child.
Our dreams now…
…our child is developing a little below normal, that is normal for a child with Down Syndrome. Each day is a new experience for us all. She is a joy to us all. We give her all the LOVE and attention we can. She is a happy 9-month-old with so much to offer this world.
Our dreams in the future…
…we hope she is able to overcome any obstacle life throws her way. Hopefully no one will judge her by her syndrome. But rather as a wonderful person worth knowing!
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Mary Rugg and Zolinda Stoneman at IHDD have been involved in early intervention and inclusion for more than 25 years. Early developments of a preschool interest inventory caregiver interview, as well as research on attitudes toward inclusion and responses to young children’s questions about disability have contributed to the current portfolio initiative.
“I really feel that engaging families in a positive, strengths-based process from the very beginning results in stronger relationships and the design of intervention programs that are responsive to the family’s unique blend of culture, community and resources,” said Mary Rugg, IHDD Early Intervention Program Director. “A positive view of the child can affect the attitudes of others and assist children to be participants in the everyday routines and activities within their family, school and community.”
How does the portfolio process work? With words, photos, stickers, drawings, and imagination, each child portfolio reflects a unique individual. It is an easy process with suggested guidelines and furnished materials.
Families are asked to take some time to observe their child in order to capture his or her current strengths and interests by considering:
• Who are the child’s favorite people and friends?
• What are the child’s favorite activities, songs, and games?
• What is a typical day like for the child?
• What are some things the child is learning right now?
The family can include individual and family photos, as well as photos of key people and events in the child’s life. The family may also choose to include photos of the child during their daily routine, such as during snack or playtime, or other keepsakes.
IHDD joined efforts with the UGA McPhaul Child & Family Development Center to pilot the portfolio process and were met with great success. Interested family members and staff participated in “portfolio parties,” complete with all kinds of creative materials, to complete their child’s Take A Look At Me™ portfolio. The pilot project was so successful, in fact, that the McPhaul Center has collaborated with IHDD to revise the enrollment packet for all families to include the child portfolio.
Once families complete the portfolio, the books are laminated and bound and are included in the book center of each classroom as “home-made” books to encourage literacy and awareness. The user-friendly nature of the portfolio allows for easy updates as the child grows and changes. Teachers also complete an individual portfolio about themselves that is available for all to read.
“The kids really enjoyed looking at the books and getting to know each other,” said one McPhaul teacher.
The Spanish portfolio, Mireme™, has been introduced to four families of Mexican origin who have young children with disabilities. Each family created a portfolio that highlighted their child’s interests and preferences while demonstrating circles of support available to the child and family. “It was amazing and informative to see how family, friends, caregivers, teachers, and therapists were involved in each child’s daily routines as well as how these children use strategies, objects, and adaptive equipment in their daily activities and learning,” said M. Irma Alvarado, graduate research assistant at IHDD, who coordinated the Latino project. The portfolio is subtitled in English so that the families can share the portfolio with their child’s teachers and therapists. Current research is addressing the impact of the portfolios as a strength-based assessment of the child’s functioning and on the development of the child’s individual education plan.
The Take A Look At Me™ portfolio process has also been tailored for use in the Babies Can’t Wait early intervention program. The focus of the BCW portfolio is to involve families in the intake, assessment and transition process through sharing their child’s unique strengths, interests, and natural learning opportunities. Content from the portfolio is essential to team members in designing intervention plans that are relevant to the child and family and helpful in promoting the strengths and interests of the child.
Success of the portfolio project is noted by the enthusiastic response from service coordinators and families in Babies Can’t Wait. “It’s like a memory album of everything he is doing,” said one parent.
The portfolio process is not limited to young children. A portfolio for older children is also available.
For more information about the portfolio, contact Kim Horner at (706) 542-3960 or khorner@IHDD.UGA.edu.
(Photo above: Watson Mill Covered Bridge, Watson Mill State Park Comer, GA. Built in 1885, it is the oldest covered bridge in Georgia. Photo from website: http://www.gastateparks.org/net/go/parks.aspx?LocationID=101&s=0.0.1.5.)
