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Direct linkTurnbull, H. Rutherford; Turnbull, Ann P.; Cooper, David H. – Exceptional Children, 2018
In this article, we analyze the Supreme Court's decision in "Endrew F. v. Douglas County School District RE-1" (2017), interpreting the Individuals with Disabilities Education Act (IDEA) and its provisions creating a right of every student with a disability to have an appropriate education. We compare the "Endrew" decision with…
Descriptors: Court Litigation, Disabilities, Educational Legislation, Federal Legislation
An Exploratory Investigation into Family Perspectives after the Family Employment Awareness Training
Francis, Grace L.; Gross, Judith M. S.; Turnbull, Ann P.; Turnbull, H. Rutherford, III – Career Development and Transition for Exceptional Individuals, 2015
Competitive employment (i.e., employment in community settings among people without disabilities for minimum wage or higher) improves quality of life for people with disabilities who have individualized support needs (ISN). However, attaining competitive employment can be challenging for people with ISN. This study used a mixed methods design to…
Descriptors: Employment, Disabilities, Family (Sociological Unit), Mixed Methods Research
Kemp, Peggy; Turnbull, Ann P. – Infants and Young Children, 2014
The purpose of this article was to synthesize intervention studies using coaching with parents in early intervention with a focus on (a) definitions and descriptions of coaching with parents; (b) characteristics of families and coaches; (c) parameters such as settings, contexts, dosage, and professional development related to coaching; and (d)…
Descriptors: Coaching (Performance), Parents, Early Intervention, Interdisciplinary Approach
Francis, Grace L.; Blue-Banning, Martha; Turnbull, Ann P.; Hill, Cokethea; Haines, Shana J.; Gross, Judith M. S. – Education and Training in Autism and Developmental Disabilities, 2016
This qualitative study improves understanding of parent perspectives about the factors that facilitate family-professional partnerships in schools recognized for inclusive practices. Five themes emerged from 11 focus groups consisting of parents of students with and without disabilities and with varying levels of involvement with the school: (a)…
Descriptors: Qualitative Research, Parent Attitudes, Focus Groups, Disabilities
Haines, Shana J.; Gross, Judith M. S.; Blue-Banning, Martha; Francis, Grace L.; Turnbull, Ann P. – Research and Practice for Persons with Severe Disabilities, 2015
Partnerships between school staff, families, and community members are vital for ensuring the success of all students in inclusive schools. This article reports the results of a synthesis of two original studies: one study that examined the perspectives of family members and another study that examined the perspectives of community partners in…
Descriptors: Inclusion, Family School Relationship, Partnerships in Education, School Community Relationship
Francis, Grace L.; Blue-Banning, Martha; Haines, Shana J.; Turnbull, Ann P.; Gross, Judith M. S. – Preventing School Failure, 2016
All educational stakeholders benefit when families and school staff have trusting partnerships as they work together to achieve mutual goals. Eleven focus groups were conducted with parents of children with and without disabilities in six schools, which had been selected as knowledge development sites by the Schoolwide Integrated Framework for…
Descriptors: Parent Attitudes, Partnerships in Education, Preservice Teacher Education, Preservice Teachers
Download full textGross, Judith M. S.; Haines, Shana J.; Hill, Cokethea; Francis, Grace L.; Blue-Banning, Martha; Turnbull, Ann P. – School Community Journal, 2015
School-community partnerships play an essential role in successful schools, often providing supports and resources to meet staff, family, and student needs that go beyond what is typically available through school. Reciprocally, community partners benefit from their relationships with schools, including learning about schools' inclusive culture.…
Descriptors: School Community Relationship, Inclusion, Focus Groups, Student Needs
Epley, Pamela H.; Summers, Jean Ann; Turnbull, Ann P. – Journal of Early Intervention, 2011
Relationships between parent ratings of Part C/early intervention (EI) services and family outcomes for families of young children with disabilities were examined--specifically, the early childhood outcomes (ECO)-recommended family outcomes and family quality of life (FQOL). Measures included the Early Childhood Services Survey, the ECO Center…
Descriptors: Early Intervention, Quality of Life, Disabilities, Young Children
Epley, Pamela; Gotto, George S., IV; Summers, Jean Ann; Brotherson, Mary Jane; Turnbull, Ann P.; Friend, Anna – Topics in Early Childhood Special Education, 2010
This article presents findings from two early intervention agencies examining how administrative structures affect providers' ability to serve families of young children with disabilities. Based on previous research identifying three administrative structures (i.e., vision/leadership, organizational climate, and resources), this article…
Descriptors: Early Intervention, Disabilities, Young Children, Organizational Climate
Zuna, Nina I.; Selig, James P.; Summers, Jean Ann; Turnbull, Ann P. – Journal of Early Intervention, 2009
Recently, within the field of special education, attention has been accorded to the conceptualization and measurement of family outcomes. The Family Quality of Life (FQOL) Scale is an instrument that can be used to measure family outcomes for families who have children with disabilities, and it has been demonstrated to have psychometric validity.…
Descriptors: Quality of Life, Disabilities, Measures (Individuals), Factor Analysis
Turnbull, Ann P.; Summers, Jean Ann; Turnbull, Rud; Brotherson, Mary Jane; Winton, Pam; Roberts, Richard; Snyder, Patricia; McWilliam, Robin; Chandler, Lynette; Schrandt, Suzanne; Stowe, Matt; Bruder, Mary Beth; Divenere, Nancy; Epley, Pam; Hornback, Mergy; Huff, Barbara; Miksch, Peggy; Mitchell, Linda; Sharp, Lisa; Stroup-Rentier, Vera – Journal of Early Intervention, 2007
This article utilizes four knowledge sources to characterize a current gap in policy and practice related to serving families in early intervention (birth to 5) programs. It argues that the field of early intervention has focused primarily on implementing family-centered practices by focusing on how families and professionals should interact. The…
Descriptors: Early Intervention, Family Programs, Young Children, Disabilities
Friend, Anna C.; Summers, Jean Ann; Turnbull, Ann P. – Education and Training in Developmental Disabilities, 2009
The purpose of this paper is to review intervention research to determine the types of family support that are reported and evaluated in early childhood. This review includes 26 articles evaluating (a) parent training programs; (b) general family-centered practice models which offer comprehensive supports; (c) peer support; (d) two-generation…
Descriptors: Early Intervention, Family Programs, Quality of Life, Disabilities
Turnbull, Ann P.; Turnbull, Rud – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
This paper focuses on the emerging literature related to self-determination funding which holds that individuals with disabilities should have greater control over the money allocated to serve them than they have had in the past and that service-provider agencies have now. The purpose of this paper is to review the literature on self-determination…
Descriptors: Disabilities, Adults, Self Determination, Financial Support
Turnbull, Ann P.; And Others – Journal of the Division for Early Childhood, 1982
Telephone surveys of 101 parents of handicapped and nonhandicapped children in mainstreamed kindergarten settings indicated a high level of agreement on the benefits and drawbacks of mainstreaming with the greatest benefits identified as related to social outcomes and the greatest drawbacks in instructional areas. (Author/CL)
Descriptors: Disabilities, Mainstreaming, Parent Attitudes
Peer reviewedTurnbull, Ann P.; And Others – Infants and Young Children, 1994
This article applies four theoretical perspectives to the development of Group Action Planning, which supports infants and toddlers with disabilities and their families in inclusive environments. Practical suggestions for implementing Group Action Planning are offered, as is a longitudinal vignette of its application with one individual with…
Descriptors: Case Studies, Disabilities, Downs Syndrome, Family Involvement
