trategic Approaches to Instruction

t

Knowledge-to-Action Guides

Preparing Families to Be Partnersin Making Educational Decisions

Ann TXirnbuU | Nina Zuna Joo Young Hong | Xiaoyi Hu : Kathleen Kyzar

Shea Ohremski Jean Ann Summers Rud IXirnbull Mat! Stowe

Marlene VJyatt is the mother of threechildren ages 5 atid under. Her middlechild, Liz, who is approaching her thirdbirthday, has an autism spectnim dis-order. There is never an unclaimedmínate at home or work for Marlene.Her husband frequently works over-night and weekend shifts. Marleneworks as a custodian at the localschool.

The family receives an early inter-vention home visit once every 2 weeks:the practitioner gives Marlene sugges-tions for following through with rou-tine-based early intervention, especiallyrelated to communication and socialskills. The family's senncp coordinator,who has a caseload of 96 families,recently e-mailed Marlene regarding anupcoming transition planning confer-ence to decide on what preschool Lizwill attend once she turns 3. The serv-ice coordinator said this would requijva new evaluation and that many peo-ple ivould be at the meeting. She alsoreferred to "Part C and Pan B. " Mar-lene read the notice and was at a lossand exasperated: "What the heck isPart C and Pan B? Why can't theycommunicate with me in plainEnglish?" Marlene has no idea how toprepare for the meeting so that she canmake the best decisions for Liz.

42 COUNCIL FOR ExcEFnoNAL CHILDREN

Stand for a moment in Marlene'sshoes and cotisider how you wouldjuggle your everyday responsibilitiesand still find time to prepare for thetransilion meeting. From the time itwas first authorized as the Educationfor All Handicapped Children Act inl'-)75. the Individuals With Disabilitieseducation Improvement Act of 2004IIDEA) has been revolutionary interms of its affirmation of the impor-tance of parents participating equallywiih educators in making decisionsabout their children and thereby hold-ing educators accountable for benefit-ing the child (A. R 'IlirnbuU, 'Tbrnbull,Krwin. & Soodak. 2006). Did Congresshave any idea how much responsibili-ty Marlene and other families shouldhave to be equal tiecision makers andaccountability monitors?

IDEA continues to impose signifi-cant new responsibilities on parents(H. R. 'Rirnbull, Stowe, & Huerta.2007). In fact, never before has somuch been expected of parents withchildren with disabilities in terms oftheir roles as educational decisionmakers in partnership with profession-als (see box. "Parent ResponsibilitiesUnder IDEA"). Further, the SupremeCourt has held that IDEA does notentitle parents to recover expert wit-ness fees {Winkelman v. Patma CitySchool District, 2007) and that, as ageneral rule, parents bear the burdenof proof in due process hearings andsubsequent appeals lo federal or statecourt [Schaffer v. Weast, 2005). Thestatute and cases in effect require par-ents to be experts in special educationpractice and law (H. R. 'lUrnbull elal.)

But how can parents becomeexperts in special education, andhelp make good decisions abouttheir children's education programs?Knowledge to action (KTA) guides areone resource, providing families accessto top tier knowledge on evidence-based practice; this knowledge canhelp parents carry out their responsi-bilities to participate with educators inmaking decisions about their chil-dren—and in holding educatorsaccountable for providing beneficialinterventions.

Defining Cvidon<e~BasedPratfiee

The education of students with disabil-ities should incorporate evidence-basedpractice. The Council for EducationalChiidren (CEC) has identified 10 stan-dards that define a well-prepared spe-cial educator (CEC, 200Sb). Standard 4states that special educators should"possess a repenoire of evidence-basedinstructional strategies to individualizeinstruction for individuals with excep*tional learning needs" [p. 3). Clearly,this standard was influenced by the NoChild Left Behind Acl of 2001 (NCLB)and IDEA, both of which emphasizeuse of scientifically based research.NCLB declares a national purpose ofimproving the academic achievement

Parent ResponsibiliHes UnderIDEA (see 20 U.S.C. § 1415)

• In the case oí a dispute with thelocal education agency (LEA).parents must provide legally suf-ficient notice to the LEA concern-ing their perception of the educa-tional problems th.it their child isexperiencing, ihe solution thatthey propose to resolve the edu-cational problem. Additionally,they must attend a mediationprior to a due process hearing inan attempt lo resolve ihe prob-lem without needing to go to afull due process hearing.

• Parents must disclose all evalua-tions and recommendations thatthey intend to use in an adminis-trative (due process) hearing.

• Parents must allow the LEA tocure any IDEA defaults beforerecovering attorneys' fees.

• Parents must risk nol recoveringfees when they initiate an admin-istrative (due process) hearing.

of students by "ensuring access of chil-dren to effective scientifically basedinstructional strategies" (20 U.S.C. §6301(9)) and defines scientificallybased research as "research that . . .involves the application of rigorous,systematic, and objective procedures toobtain reliable and valid knowledgerelevant to education aclivities andprograms" (20 U.S.C. S 7801(37)).IDEA calls for scientifically basedinstruction (20 U.S.C. § 1401 (c) (5) (E)and (F); 1414(a)(5) and (6)) and forthe use of related service and supple-mentary aids and services that arebased, to the extent practicable, onpeer-reviewed research (20 U.S.C. §

Further, CEC's ProfessionalStandards and Practices Committee'sCEC Practice Study Manual [2008a)outlines a process and associatedrubrics for evaluating the state of evi-dence for special education practices.The gold-standard criterion for groupexperimental and quasi-experimentaldesign includes:

TEACHINC EXCEPTIONAL CmtxiREN 1 JAN/FKB 2010 43

AT LEAST

One strong causal design studythat is well implemented withpositive effects

AND

One moderately strong causaldesign study that is well imple-mented with positive effects

FROM

At least 2 independent researchteams

AND

No strong causal or causalapproximating design studiesthat are well implemented withnegative effects (CEC. 2008a.p. 31)

Does this mean that educators andparents are restricted to only using sci-entifically based methods/instructionfor students? What happens if suffi-cient scientific evidence is not availableto guide instructional decision making?Whitehurst (2003) responded to theseconcerns by broadening the focus, andoffered a construct of evidence-basededucation, which he defined as theintegration of professional wisdomwith the best available empirical evi-dence in making decisions about howto deliver instruction.

There are two critical aspects of thisdefinition. First, by referring to the"best available empirical evidence,"Whitehurst (2003) implied that suffi-cient rigorous, systematic, and objec-tive knowledge is not available onevery topic, paiticularly at the goldstandard of experimental designs.Thus, educators are responsible forusing research that is currently the bestavailable even if it does not meet thehighest bar of being rigorous, systemat-ic, and objective. Second, Whitehurstreferred to professional wisdom, whichhe defined as judgment that individu-als acquire through experience.Whitehurst's advocacy for combiningthe best empirical evidence with expe-rience-based knowledge is especiallyimportant when research is unavailableor does not include in its sample popu-lation the characteristics of learnersand learning environments for whicheducation is being planned.

There is a difference between "bestavailable research" and "top-tierresearch." It is exceedingly difficult, ifnot impossible (given the constantpublishing of research), to conduct lit-erature reviews and research synthesesthat are so thorough that they identifythe ver>' best available research. It isdaunting to ever be sure that one trulyhas the best. It is less difficult andtherefore more practical to identify thetop-tier research, namely, the researchthat meets high standards consistentwith the CEC Practice Study Manual(CFX, 2008a]. Top-tier research shouldbe as current as possible, preferablypublished within the last 10 years, andinclude diverse samples (rather thanrelying on primarily EuropeanAmerican, middle-class participants).

1b supplement research and experi-ence-based knowledge, a third sourceof knowledge, especially within thefield of special education, is policy—IDEA, its regulations, and courts" inter-pretation of them. For example, IDEAis highly prescriptive about how practi-tioners and families plan for transitionfrom preschool to early childhood edu-cation; it specifies the timing of thetransition conference, the people whomust be invited, and the nature ofnondiscriminatory evaluation that isappropriate to consider (20 U.S.C. §1436 (a) and 1437 (a}(9)(A)). Thuspolicy (IDEA) creates the frameworkwithin which practitioners and familiesapply Whitehurst's (2003) approach:best available research and experience-based knowledge—to which might beadded knowledge about policy.Knowledge about each of these three

for children and youth with disabilities

and their families (Buysse, Wesley,

Stiyder, & Winton, 2006).

Models ef KnewledgeTtanslotienIf Marlene Wyatt had relied on Googleto search the Internet to learn moreabout her rights and how she couldbest prepare for the transition confer-ence, and if she had used the keywords "parent rights," she would havefound over 44 million references. Evennarrowing her search to "parent rightsand special education," she wouldhave had over 23 million sources toconsider. She would have found almost60,000 documents if she had entered"parent rights, special education, andearly childhood transition."' How cansomeone like Marlene, who usuallydoes not even get to her computeruntil after 10:00 p.m., possibly locatetop-tier research, relevant evidence-based knowledge, and current policy tosupport her role as a decision makerwith and monitor professionals servingher child-

Many families of students with dis-abilities utilize Google to locate infor-mation to assist with educational deci-sion making. Although Google is notthe top choice for researchers seekingevidence-based information pertainingto education, it is often families" pri-mary alternative. Tamilies often cannotafford or do not have free access topeer-reviewed education journals thatpublish evidence-based studies, unlikeresearchers and practitioners who areemployed by universities and schooldistricts that offer free subscriptions.

Evidence-based practice is , . . a decision-making process that integratestop-tier research, relevant experience-based knowledge, and current

policy for improving outcomes for children and youth with disabilities.

areas provides the foundation onwhich practitioners and families shouldbase decisions about a child's educa-tion. Evidence-based practice is defined,therefore, as a decision-making processthat integrates top-tier research, rele-vant experience-based knowledge, andcurrent policy for improving outcomes

Given this circumstance, families mustsift through thousands of Web sites inhopes of finding evidence-basedknowledge.

To deal with the infoglut (Demiing,2006, p. 19) of available information,the health field in particular hasemphasized the process of knowledge

44 COUNCIL FOR EXCEPTIONAL CHILDREN

Figure 1 . Knowledge-to-Acfion Framework

Adapted with permission from "Lost in Knowledge Translation: Time for a Map?" by 1. D. Craham. J. Logan, M. B. Harrison.S. E. Siraiis. .1. Teiroe, J., W. Caswell. et al. (2006). The Joumal of Continuing Education in the Health Pivfessions. 26. 13-24.

translation. Sudsawad (2007) compiledan informative compendium of knowl-edge translation models. One of Ihemodels she reviewed, the Knowledge-to-Action Process Framework (Grahamet J L . 2006; Graham & Tetroe, 2007;see Figure I) has relevance to knowl-edge translation in education.

Knowledge Funneling

\'\guiv 1 illustrâtes the process of mov-ing knowledge through a funnelingprocess so tbat it will be useful and rel-evant to end users—namely, practition-ers and families. Funneling is neces-sary to prepare top-tier knowledge, rel-evant experience-based knowledge, andcurrent policy in formats that informbut do not overwhelm.

Identify Needs. Identifying needsfrom lhe outset ensures ihat resourcesaddre.ss end users' priority questions

and preferences. For example, on thetopic of positive behavior support, theneeds and priority questions of educa-tors and families (e.g., liow to preventaggressive behavior toward others onthe playground) are important to iden-tify from tbe outset.

Gather Resontces. Tliere are manyfor-profit and nonprofit organizationsand funding agencies that publish use-ful resources; however, not all of theseresources are readily available fordownload over the Internet. Somematerials are only delivered to individ-uals who are on an organization'smailing list; some documents areunj)ublished and are available onlyupon request, whereas olher materialshave to be purchased. The multiplelocations of resources and costly feescreate "silos" of knowledge which con-strain practitioners' and faniilies'

access to and use of the knowledge.Again, resources must align with endusers' priority needs and preferencesand be cost effective. For example, aGoogle search using the search lerm ofpositive behavior support identifiedover 4 million links. It is impossible foreducators and families to sift throughall of these links lo find the best avail-able knowledge to respond to theirneeds and answer their questions.Clearinghouses (e.g., the histitute ofEducation Sciences' What Works Clear-inghouse, http://ies.ed.gov/ncee/wwc/) review the seemingly countlesssources of knowledge in order to locatethe ones that provide the most promis-ing content.

¡iivatuate Knowledge. The currentevidence-based practice movementholds that it is necessary to "separatethe wheat from the chaff" to secure

TEACHING EXCEPTIONAL Cnit.nREN | JAN/FEB 2010 45

Table 1 . Components of Knowledge-to-Action Guides

Topic Experience-Based Knowledge Research Policy

Stage 1

PlanningTYansitionFrom EarlyInterventionto Preschool

Advocatingfor CareCoordination

ProvidingEmotionalSnppoil toFamiliesThroughParent toParentPrograms

Video in English and Spajiish

Parent quotes/action steps fromCommunity of Practice

4 family stories

4 stale education department family-friendly guides

3 family stories (print and audio)

Audio interview with physician

Family perspectives/action steps fromCommunity of Practice (available inChinese)

Links lo key national family networks

Link to templates for developing carenotebook

Video of Parent to Parent support

Link to Web site of national Parent toParent network

1 literature review

Highlights of 2 qualitativeresearch articles

1 audio interview/transcriptwith researcher and parent

Highlights of 2 survey studies

Data charts from majornational survey

Highlight of quantitativeresearch synthesis and audiointerview/PowerPoint of leadresearcher explaining synthesismethod atid findings

Highlight of qualitativeresearch synthesis

Highlights of one quantitativeand qualitative study

Link to research seciion ofParenl to Parent Web site

3 policy advisories of IDEA and

court cases with action steps

PowerPoint presentation on IDEA

lour R's - script for policyresponses in planning meetitigs

Policy advisory on federal and

state lawsModel policy from nationol

organizationInterview wiih parent andprofessional leader on policy

¡•eform

policy advisory on parent riglilslo services to obtain emotionalsupport and action steps

Stage 2

CustomizedEmployment

PreschoolTYiinsition

for AsianAmericanFamily

Link lo an online video

Link to customized employment successstories

Unk to 2 videos for purchase

Audio interview/transcript with a Koreanmother

Parents quotes/action steps fromCommunity of Practice and a summaryon interview with a Korean mother

I state education department family-friendly guide in 5 Asian languages

Unk to Web sites on Asian Americanand disability resources

Highlight of 1 quantitativestudy

Highlight of 2 descriptivestudies

2 literature reviews

Link to research-based book

Policy Highlight of SupremeCourt decision

Link lo identify local One-SlopCenters

Link to article on employmentpolicy

Glossary of special educationand basic legal terms in English.Chinese (simplified and tradi-

tionall, and KoreanLink to a Web page of specialeducation law book

Link 10 English-Hrriong SpecialEdncation Glossary (MinnesotaDepartment of Education. 2008)Link to parents' guide on pre-school transition in 7 Asianlanguages

continues

46 COUNCIL FOR EXCEPTIONAL CHILDREN

Table 1. Continued

Topic Experience-Based Knowledge Research Policy

Stage 2 Continued

CochlearImpi.intiilion:M.ikiiigDecisionsAboutCommunication

Being a P.iriner(if Professinnjisfoj Your Cliild:KoreanAmericanCiionts'Prep.ir.ilion for.in lEP Meeting

Link It) .1 national parent organizationLink to cochlear implant simulationsLinks lo 2 documentaries of families whohave children with cochlear implantshighlighting their decisions aboutcommtiiiicationLinks to 2 blogs

Link to a comprehensive guide forfamilies considering transitloning theirchild from sign communication to oralcommunication

Links to 2 Korean American parents'stories (in English ,iiid Korean)

Korean American parents' suggestions/action steps in terms of IEP meetingsLink to a special educaiion informationbooklet for Koreaii American parents inKansas (available in Korean]

Text interview withresearcher

PowerPoint presentationsummarizing a literaturereview

Highlight oí a niixed-methodresearch study

Highlight of a qualitativeresearch study

Highlights of 2 qualitativeresearch articlesLink to Web site of KoreanresourcesLink to a blog

Policy advisory highlightingrelevant portions of IDEA

Policy advisory sutnmarizingrecent court decision

Link to a 2-page ASHA IssuesBrief on cochlear implants andIDRA

Policy advisory on parent rightsin Hngiish and Korean

Links to resources of 2 stateeducation departmentsPolicy advisory highlighting 10brief steps before an IEP meeting(in English and Korean]

Policy advisory on preparation fora child's IEP meeting (includingself-questions and examples ofappropriate language]

Nate. ini'A = Individuals With Disabilities Education Improvenieni Act oí 2004: ASHA = ArtiericAssociation; JF.P = individualized education program.

in Speech-Language-Hearing

high qnaliiy in the available knowl-edge. Criteria tieed to be established tolocate research syntheses, if theyexist—and. if they do not exist, tolocate current, rigorous literaturereviews and research studies. In addi-tion, experience-based knowledge mustbe evaluated to determine appropriate-ness and relevance; policy knowledgemust be current and applicable to prac-titioners and families.

Select Knowledge. After evaluatingresources, select and highlight thosethai meet the criterion of top tier iniiuality and applicability. For example.resources on positive behavior supportthat aie evaluated and rise to the topstandard of quality must then beselected in identifying the best avail-able.

Make Useful, Having top-tier knowl-edge is insufficient if the knowledge ispackaged in a way that il is difficult forend users to understand. Consistentwith these users' needs for knowledge.resources should U] be succinct in

"getting to the bottom line," (b) havescaffolded levels of knowledge toappeal to a wide range of users, and(c] embed action steps leading users toapplication. After selecting the bestavailable knowledge, that knowledgeneeds to be made useful in terms ofpreparing it in user-friendly formaisthat meet the preferences of educatorsand families.

Make Available. Finally, top-tierknowledge resources must be format-ted to match end users' ultimate pref-erences. Useful resources are only use-ful if educators and families can accessthem.

Action Cycle

Knowledge translation involves actionto secure an outcome (.Landry, Amara.Pab low-Mend es, Shademani, & Gold,20t16; Orzano. Mclnerney, Scharf.Tallia. & Crabtree 1008], yet guides toaction are the exceptions (Lavis et al.,20t).î). The action c>'cle on the rightside of Figure 1 connotes the level oí-

use process that is required by eiuiusers in applying knowledge toimprove outcomes. The cycle depictsthe process or steps of acquiringknowledge and using it to lake action:identify priority questions, gain knowl-edge and identify outcomes, selectknowledge to use, use knowiedge,monitor knowledge use. and evaluateoutcomes.

Developing Knowledge-to-Action Guides

At ihe Beach Cenler on Disability ofthe University of Kansas, we havedeveloped a series of KTA Guides(available http;//www.beachcenter.org/wisdom__based_action/default.aspx; see Table 1 for topics and coti-tent). Our goal was to implement thedefinition of evidence-based practicethat we have presented in terms ofintegrating top-tier research, relevantexperience-based knowledge, and cur-rent policy in order to enable practi-tioners and families to make informed

TEAGHING EXCE!TIONAL GHILDREN | JAN/FEB 2010 47

Bottom-Line Action Steps: Transition to Preschool

• Recognize that iransition from early intervention to preschool is a process

rather than an event. Attend and participate actively at every step along the

way. Don't be afraid to ask lots of questions.

•!• Consider the short- and long term outcomes that you envision for your childand your family. This will help define more clearly what services and sup-ports your child and your family may need in the school setting in order toreach future goals.

• Recognize that children with disabilities, including those with very significantdisabilities, can still be successful in inclusive settings when staff are wellprepared and when supplementary supports and services are provided.

• Keep open lines of communication with early intervention and preschool pro-fessionals during Ihe translation process. Ask them about supports they canprovide—having information in advance of meetings, having an opportunityto visit programs that are being considered for your child, and having a keyperson (including a veteran parent) to guide you through the process.

• Talk with other families about what their experiences have been with theIransition process and find out if they have any lips or advice for you to con-sider.

•> Know that you are an active decision maker in ihe transition process. Under-stand your rights as a parenl under IDEA (the federal education law in theUnited States) and find out applicable state and local policies by contactingyour state Parent TVaining and Information Center or by asking the earlyintervention or school program with which you are working,

Reprinted wiih permission from "Knowing and Acting on Your Rights: Planning'lYaiisition frum Early Iniervpniion to Preschool," Knawledge-to-Action Guides:TYimsition to Prcsckoot—lYansition Knowledge Bank, the Beach Center on Disability,http://www. beach cen ter.org/w i sdom.based.action/transilion.to.preschooL(general_version)/transiticm_knowledge_bank.aspx. Copyright 2009 by the BeachCenter on Disability.

material in the summary with addi-tional documents and videos. Follow-ing the link to the KTA Guide's Transi-tion Knowledge Rank will expediteMarlene's search lor knowledge andprovide her with practical action steps(see box, "Bottom-Line Action Steps:"nansition to Preschool"'). The Transi-tion Knowledge Bank also recom-mends and provides a link to a com-prehensive resource on the topic (.i.e.,Toob for Transition in Early Childhood:A Step-by-Step Guide for Ageticies.Teachers, atid Families; Rous & Hal-lam, 2006).

Fjcperience-Based Knowledge.Families report that they especiallyvalue insights from others who havefaced similar situations (Ainbinder etal., 1998; Mitchell & Sloper, 2002: RuefÄ Turnbull, 2001). The KTA Guide'sExperience-Based Knowledge pageoffers Marlene the options of (a)watchitig a video (in English orSpanish) about families' perspectiveson transition planning; (b) readingquotes from discussions on ihe lopic.linked to action steps (from the BeachCenter Family Support Community ofPractice discussion about preschooltransition; see box, "Perspectives onTransition Planning"); (c) reading fourstories from families aboul the sue-

decisions to improve outcomes. Inimplementing this evidence-basedpractice construct, we also have thegoal of following Ihe process of knowl-edge funneling as demonstrated inFigure 1. In a nutshell, we are seekingto not only "talk the talk" of funnelingknowledge in order to identify andimplement evidence-based practice bulto "walk the walk" as well.

We vetted the template we devel-oped in a national meeting with lead-ers from family, academic, and federalagency communities, securing the lead-ers' feedback on this general approachto knowledge funneiing. The Transitionto Preschool Guide we discuss in thisarticle would assist Marlene in herpreparation for the transition planningconference; outlining our steps indeveloping KTA guides provides direc-tion to educators in developing similarmaterials.

We are seeking to not only "talk tbe talk" of funnelingknowledge in order to identify and implement

evidence-based practice but to "walk the walk" as well.

Stoge 1: Template Development

Our online KTA 'IVaiisition to PreschoolGuide includes a summary oí legisla-tive and judicial bacl^round on IDEA(including definitions of terminologyand explication of legislative require-ments) and links to the three knowl-edge sources: experience-based knowl-edge, research, and policy. The sum-mary page presents and addressesspecific questions, overviews thetopic, and recommends bottom-lineaction steps collectively based onresearch, experience-based knowledge.and policy. These other pages of theKTA Guide (Transition KnowledgeBank. Experience-Based Knowledge,Research, and Policy) supplement

cesses and challenges of iheir partici-pation in transilion planning; and (d)reading four (three in English and onein Spanish) booklets on transition plan-ning developed by state departments ofeducation. Reading all ihe documentsand viewing the video takes about 90minutes; our experience is ihat mostfamilies pick and choose a few optionsand reduce their reading time to about30 minutes.

In order to locale relevant experi-ence-based knowledge, we soughtadvice from leaders of national familyorganizations and faculty who haveconducted research and engaged inproduct development aboul preschooltransition. Our criteria included thor-

48 COUNCIL FOB EXCEPTIONAL CHILDREN

Perspectives on Transition Planning

"My experience has been primarily with Part B programs. However, as a specialed director we worked with the ECl/Pari C agency for the transition of a student.I am not clear what the Part C regulations are and what are Texas regulations. InTexas, the KCI Agency must tell the school about students 90 or 120 days beforethey turn 3 (with parent consent]. Then 60 or 90 days before the child's birth-day, the ECl Agency and the school must offer the parents a meeting to discussoptions for the child when they turn 3. Unfortunately, in some cases these time-lines were not met. The ECI agency gen-erally said that the parents would notgive consent or were slow in agreeing tothe meeting."

Action Steps

Request a meeting with theschool through the specialeducation department todiscuss options.

Make an unplanned visit tothe preschool classroom.

Talk with other parents whohave been through thetransition process.

"Over the years, I met with many par-ents before their child turned 3 andexplained their options and took them toobserve programs. While this did notremove all of the parents' stress and con-cerns, it was a start. H also started theprocess of building a positive relation-ship with families. The IEP meeting had10 he held on or before the child's 3rdbirthday. Even if the regulations are different in your state, the parents should berequesting a meeting with the school through the special education departmentto discuss options."

"Go and observe different classrooms, if possible, unplanned, from the class-room's perspective, then you get to see what is really happening in the class-room and not what is happening when they know a visitor is coming. I am apreschool teacher and the transition is SO important that 1 think observing andeven talking to the teachers to find out what you think is the best fit is veryhelpful. Once (her) family has found the fit, they can communicate with thatteacher ahead of time to ensure that everything (she) may need is ready forher. "

•'I would like to offer another suggestion. I think a valuable resource is anotherpatent who has been through and survived the transition. Perhaps the ECIagencTy would know of some other parents that transitioned in the past thatwould be willing to 'mentor' an incoming parent. Also, many states have parentto paretit groups that could match an experienced parent with the new one.Observing the different possibilities is especially helpful, and when you can addAn experienced parent to the mix. It realty helps."

Excerpled with permission from "P>irents Speak Out: Family Perspectives antiSuggested Resources for 'lïansJtion PUiiniiig," the Beach Center un Disability.http://www.beachcenter.org/RealStüries/Documents//Wisdom_ParentsSpeakOutl__MjrcliU81.pdf. Copyright 2008 by the Beach Center on Disability.

oughness in addressing key issues,

inclusion of examples representing a

diverse range of children and families,

respectful tone regarding families, suc-

cinctness, and willingness of a devel-

oper to provide permission for online

posting. The only new resource we

developed was the collection of family

perspectives, drawn from Beach Center

Family Support Community of Practice

discussions. There are many excellent

resources available through a variety of

sources, yet Marlene and other families

simply do not have the time and estab-

lished networks to locate these

resources.

Reseaaii. The Research page pres-

ents relevant top-tier research, a litera-

ture review and two qualitative studies.

The linked Research Highlights sum-

marize the studies, describe the '"bot-tom line," and then lay out salientpromising action steps, key findings.methods, and related literature cita-tions. Families participating in focusgroups had indicated that they pre-ferred the implications (promisingaction steps), findings, and method, inthat order, rather than the format typi-cally used in research articles (intro-duction, method, results, and discus-sion, including implications).

The Research Highlight template issuccinct, reader-friendly, and orientedto the bottom line. Both documentssuggest additional resources: one (pre-senting results from Hanson et al.,2000; see box, "Key Findings FromResearch Highlight") also providesfamilies a link to practical productsdeveloped by the research team. With-out such a link, how would Marleneand other families know that tlieseproducts exist?

The Research page also includes a25-minute audio interview (withembedded photographs) of a nationallyacclaimed scholar on early childhoodtransition and a parent leader. Theinterview, which can be downloaded toa podcast. reviews key findings fromresearch and how these findings can bebest implemented. In 1 hour, familiescan listen to the entire interview andread the three documents.

Policy. The Policy page includeslinks to two Policy Advisories of two tothree pages each (one comparing PartC and Part B and the otiier providingan overview of parent rights and rolesin transition) and a summary of twomaior court cases on early childhoodtransition. Each of these includes linksto other documents such as the IDEAstatute and full opinions from courts.

The Policy page also includes aPowerPoint specifically designed forfamily audiences and an innovativeresource (see Figure 2) developed byChuck Noe (n.d.), an active member ofthe Eariy Childhood Family SupportCommunity of Practice. In online dis-cussions within the Community ofPractice, families and practitioners dis-cussed roadblocks that families mostoften encounter in navigating the spe-cial education system and suggested

TEACHING EXCEPTIONAL CHILDREN JAN/FEB 2010 49

Key Finding» From Research Highlight

'> Most families find Ilia! imnsition is A specific and isolated event rather lh<iii the coordinated process thjt il

should be.

- Most families lack knowledge about the nature of their rights and how to act on those rights. They saypractitioners made the decisions without any real participation by the family. "But what the teacher did wasshe jusl rang me up. She said. 'We need it. We're going to do 3. transition meeting. Can you make it Thursdayafternoon?' And 1 said, 'Yes.' And, you know, I never thought to say. 'Oh. what does that exactly mean?' . . .So 1 didn't know what it [the meeting] was about."

- Professionals often describe the process as involving too much paperwork.

• Families expressed concerns aboui the transition from early intervention services to school services.

- There seemed to be a shift from more of a family-centered approach in early intervention service agencies tomore of a system-centered approach in school settings. "The communication that I had with the teacher andher affiliates ¡at the early intervention service agency] — the eye lady, the speech iady — they were there.They were available. They made ihe time. . . . And I always felt reassured through ihe whole program,"(pp. 285-286)

* Families strongly emphasized the importance of communicating and exchanging information before the transition

planning meeting,

- Some families were very well prepared, and others werenot. One service provider described how she preparedfamilies: "I have just spent parts of my hotne visits goingover some of that paperwork with the parents and trying todescribe the process. And 1 have just done it a little at atmie. You know, there are so nianv pieces of paper that , , , , . , - ,

^ ^ . , . , . . . . . . ,0^1 iwivaibrookespubtisning.com).need to be signed and need to be reviewed, (p. 286)

These mseardwrs trajislated their

findings into six booklets containiJig practical

guidance for parents. You can leani more

about those booklets from the pubhsher

• Families believed they were given very few choices in the typesor locations of preschool services.

- Children who had participated in inclusive early intervention services were more likely to also experience an

inclusive preschool environment.

- About two-thirds of the families said tliat the professionals made the choices; the other third said that they were

able to choose.

- Parents generally tended to be most interested in finding a specialized program for their child, rather than an

inclusive program.

- Inclusive options were not available at all locations. One professional said, "I always feel caught in the middle,

because I want to tell them, yes, your child should be in an inclusive [setting] , . . [but] there's not one out

there that I can offer them." (p. 287)

- The child's behavior and level of development were major factors in deciding the child's preschool placement.

- Language and cultural issues also strongly influenced preschool placement.

- Families had different opinions about their cliild's levels of development as compared with others in the class.

* Factors in success included viewing transition as a process, starting early in planning for transition, exchanginginformation between families and professionals before the transition planning meeting, holding an informationalmeeting before the transition planning meeting, visiting preschool programs, bringing the child into the process(for example, placing a photograph of the child on the table or using a video to provide important information),and having a key person (another parent or a professional) to facilitate or guide the process.

- The extent to which parents were equal partners in the process was largely determined by whether or notprofessionals welcomed their involvetnent. "Having a buddy system so that . . . we have parents who've justtransitioned into preschool and have gotten adjusted can serve as mentors to parents that are coming in. andeven if possible to be a mentor to a family . . . as to what to expect." fp. 289)

Reprinted with permission from "Research llighlight: Planning for Transition," the Beach Center on Disability.http://\vww.beachcenter.org/Wisdom/ParentRights/Wisdotn_RHlPlanningiorTransitioiLFeb08.pdf. Copyright 20Ü8by the Beach Center on Disability.

50 COUNCIL FOR ExcEPTtoNAL CHILDREN

Figure 2. Chuck's Four R's

Chuck's 4 R's: Remark, Recall, Reason, Response' tor t'.ireti>i aiiiSliJitiMion Advooiticî toí<ts,pend to Rauutr

^ The Remark:"We don't need to write Ihat down in the 1ER We'll do the best we can to provide theservice." (Or. thai goal can be accomplished through instruclion already embedded in thecurriculum). "We'll get back with you on how it works."

Recall the Law"The IEP means a whiten statement for each child with a disability that is developed,reviewed, and revised in a meeting" in accordance with sections 300.320-300.324300.320(a). The IEP must include "a statement ol measurable annual goals, includingacademic and funclional goals designed to meet the child's needs that result from thechild's disability lo enable the child to bo involved in and make progress in the generaleducalion curriculum." 300,320(a)(2)(i)

The Reason:Unless good ideas are actually written down in Ihe 1ER the services will not be requiredby law to be implemented. Regardless ot good intentions, be sure that the service is putin writing including who and when It will be provided.

The Response:I'm not comlortable with not including this in the lEP It we feel, as a team, thatthis service/goal will help meet my child's needs, let's go ahead and write it intoIhe IEP now, That way. we'll make sure it's not overlooked or torgotten-espedally by peopie who aren'I in this meeting today but will be implementing theIEP""It we don't agree tfiat this service/goal is necessary, then let's continuediscussing it. We can meet again to finalize the 1ER"

Roprinteti widi permissioti from Cluwks 4 R's: Remark, Recall, Reason, Response. Helpfor IWettts and lùitication Advocates to Respond to Remarks They Hear From Schools,by C. Noe and the Beach Center on Disability, (n.d.). Retrieved from http;//www.beachcenter.org/WisdDm/Paient Rights/Fou r_R3.pdf

responses thai families might make.

Chuck I hen provided leadership in a

wiki lo connect these roadblocks to the

relevant IDEA regulations and prepare

a scri|il that parents niighl use in IEP

nieeiings. To date. Chuck and the

online community have developed 12

"Four R" guides for families.

Stage 2: Preparing DoctoralShjdent5 to Develop KTA Guides

SMt;t' 1 ol our work iociised on prepar-

iiifi liiictorai students to develop KTA

Guides. We led a doctoral seminar in

iHir Dep.irtnienl of Special Education

locusing on how research and theory

could best be used to enhance family

quality of life. Each student developed

a KTA Guide on a topic tied to her

expertise (see Table 1, Stage 2). The

class involved current readings in

knowledge translation, families' prefer-

ences for accessing resources, and Web

2.0 technology. Assignments were scaf-

folded throughout the semester, focus-

ing successively on each part of the

KTA Guide.

Table 2 describes lessons learned

from Stage I that helped us guide the

doctoral students in creating their

knowledge banks. At the end of the

course, the students supplenienled this

list with suggestions based on theirlearning experiences.

The students completed a reflectivequestionnaire focusing on their chal-lenges, successes, frustrations, and"lessons learned" in developing theKTA Guides. Highlights of student com-ments on what they learned from thi.sexperience include the following:

Probably the skill thai I was ableto develop was how to think interms of what informalion willbe useful lo families. Too often,we don't think about the workwe do and how it will impact thebeneficiaries.

1 have developed the skill to usereader-friend I y language, polishmy ideas to a specific topic, anddevelop action steps for the spe-cific situation.

I learned that forming personalrelationships with authors isincredibly helpful in gettinginfortiiation. I guess I always feltthat was overstepping mybounds, so now I know it is oneof the best ways to learn. I planon continuing to make relation-ships with people in my fieldwho are the most knowledgeableabout my interest.

I think many of us learned howmany amazing resources areavailable if only you take thetime to research them out.

Next Steps

We will continue to develop KTAGuides on a wide array of topics. Ourteam anticipates developing KTAGuides particularly related to the chal-lenges that individuals with significatitdisabilities and their families face asIhey transition from high school topostsecondary activities. We anticipatethai families' (and educators') accessto top-tiered knowledge combined withaction steps can help remediate thedismal postschool oulcomes that stu-dents with significant disabilities nowexperience (Eaves & Mo. 2008; Wagner,Newman, Cameto, Garza. & Levine.20Ü5). A maior limilation of our

TEACHING ExcEPTtONAL CHitiîRKN \ JAN/FEB 2010 51

fable a. Lessons Learned From Knowledge-to-Action Guide Development

Summary Page

Research Page

Experience-BasedKnowledge Page

Policy Page

Review the knowledge throughout the KTA Guide and identify bottom-line action steps as

succinctly as possible.

Include tlie most comprehensive resource for people who seeking depth and breadth.

Format in an attractive way that will draw readers into the Guide.

Seek first to locate a research synthesis that provides an in-depth quality review of top-tier

research.

When a research synthesis is not available, seek to locate a literature review that includes a

critique of studies.

When neither a research synthesis nor literature review is available, conduct a literature search

of research in the last 5 years using key words.

When conducting a literature search, identify 2 to 3 researchers who have published most fre-

quently on the topic. Read their work first and search the reference list at the end of their articles.

Gontact the 2 to 3 leading researchers on the topic and ask them to nominate what they consider

to be the top-tier studies that answer the specific question.

Before writing a Research Highlight, sit down with someone totally outside of the field and

explain the research study to them. Focus on what is useful and make your explanations clear.

Ask one or more top researchers if they would agree to an interview over the phone or through

email.

Identify major research centers that focus on the question.

Recognize that it takes many drafts to translate research language into family-friendly language.

(It is harder than you think.)

Ask family and academic leaders for suggestions of videos, stories, manuals, and other resources

that include the collective knowledge of families and educators who have successfully implement-

ed practices tied to the target question.

Identify major centers funded by the Department of Education and other federal agencies that are

relevant to the target question and explore their Web sites.

Send an e-mail to the 6 to 8 top individuals nationally whose names have come up in the litera-

ture or in other sources and ask them for their recommendations of resources that are especially

strong that contain experience-based knowledge.

Don't get side-tracked and dazzled by a fun resource or video clip. Stay focused on your specific

question.

Use the free social bookmarking Web site, Del.icio.us, to aggregate favorite Web sites or orüine

documents into one account.

Puirtner with a couple of families (or other end users) seeking knowledge about ibe specific ques-

tion. Listen to families from the outsel about their questions and the nature of knowiedge that

would be helpful to them. Then ask the families to review the KTA Guides and provide feedback

on their clarity/usefulness.

Locate and synthesize relevant regulations from IDEA and other key federal legislation

Review leading policy Web siles including Lexis Academic [if you have access to a university

libraj-y), Cornell's Legal Information Institute (http://www.law.cornell.edu), Thomas for

Legislation (hltp;//thomas.loc.gov/), and Government Accountability Office

(http://www.gao.gOV/J.

Review Wikipedia entry on policy and consider the search words and references at the bottom

of the Wikipedia entry.

Conduct a Google search using various terms specifically targeted at the policy topic to locate

documents written in a family-friendly manner.

TVanslate legalese into clear language that is easier to read and then link lo the legal documents

for users who want original sources.

52 CouNcti, FOR EXCEPTIONAL CHILDREN

présent work, in light of the KTAFramework depicted in Figure 1, is thatmost of our work lo date has related toknowledge funneling; we are eager tonow work on practices of how best tocoach families to implement KTAGuide action steps.

Knowledge is power—but onlywhen the powerful acl knowledgeablyand the knowledgeable act powerfully.Our KTA Guide approach enables fami-lies, such as Marlene Wyatt's, to bemore powerful because they will havethe ability to combine knowledge withaction.

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Ann T\irnbull (CEC KS Federation). Distin-guislied I'lvfessor, Department of SpecialEducation. The University of Kansas. Law-rence. Nina Zuna (CEC TX Federation),Distinguished Professor. The MeadowsCenter for ¡>reventiiig E^lucaiional Risk.Department of Special Education, Universityof Texas at Austin. Joo Young Hong (CECKS Federation). Doctoral éludent andResearch Assistant: Xiaoyi Fiu (CEC KSFederation). Doctoral Stndeni and ResearchAssistant: Kalhleeii Kyzar (CEC KS Federa-tion). Doclorai Student and Reseaniï Assis-tant: Shea Obremski (CEC KS Federation),Doctoral Stttiient and Reseanit Assistant:Jean Ann Summers (CEC KS Federation),Resean-h Profes.wr: and Riid 'r\nnbull (CECKS Ft-dtTation). Distinguished ¡'ttijessor.Department of Special liiducation. The Uni-versity of Kansas, Lawrence. Matt Slowe(CEC MO Fnieradon). Administrative Dir-ector, Hope Center for Neurolo^cal Dis-orders, Department of Neurology, Washing-ton University School of Medicine, St. Louis,Missouri.

Address correspondence to Ann Dimhull.The University of Kansa.^, Lawrence, KS66045 (e-mail: atumbuU@ku.edu).

TEACHING Exceptional Children, Voi 42.No. 3, pp. 42-53.

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