You are here:

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

, , , ,

TEACHING Exceptional Children Volume 39, Number 6, ISSN 0040-0599


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.)


Thompson, J.R., Meadan, H., Fansler, K.W., Alber, S.B. & Balogh, P.A. (2007). Family Assessment Portfolios: A New Way to Jumpstart Family/School Collaboration. TEACHING Exceptional Children, 39(6), 19-25. Retrieved September 27, 2020 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.