The Hilton/Head Start Training Program Final Report: 5 Year Visual Executive Summary (2002 through 2007)
Supporting Families
Programs rated themselves on three promising practices related to how EHS/MSHS programs’ are currently assisting families’ with access to information, resources, and support. Programs reported moving from partially implementing to fully implementing these practices.
A bar graph displays the summarized results of the “Our Perceptions of Inclusion” ratings. Items between 0 – 1 indicate that no plan is in place. Items between 1 – 3 indicate that programs are in the planning stage. Items between 3 – 7 indicate that a practice is being partially implemented. Items between 7 – 10 mean the practices are being fully implemented.
For item 1, our program believes that family members of children with disabilities (mothers, fathers, grandparents, etc.) have valuable perspectives that guide decision-making about particular children and the program at large – programs had a mean score of 6.4, in Year 2 a 7.8, in Year 3 a 8.4 and in Year 4 an 8.85. For item 2, our program consciously involves family members of infants and toddlers with disabilities as active partners in decision-making about their child based on the family members’ priorities and preferences – programs had a mean score of 6.9, in Year 2 an 8.2, in Year 3 an 8.6 and in Year 4 a 9.15. Lastly, for item 3, our program supports families who have children with disabilities to expand their leadership opportunities in family-to-family support, program operations, and community advisory boards, based on their priorities and preferences – programs had a mean score of 4.6, in Year 2 a 6.05, in Year 3 a 6.95, and in Year 4 a 7.9. It is noted that the difference in average ratings was significant for all items at an alpha level of 0.001.
Participants indicated, across the four years, that their participation in SpecialQuest had an impact on their skills in supporting families to be informed decision-makers, with over 92 percent noting that their skills were changed at least “a fair amount” by Year 4.
A bar chart displays a comparison of the average ratings of participants regarding their skills in supporting families as informed decision-makers. In Year 1, 22 percent of participants indicated their skills were improved very much, 28 percent in Year 2, 33 percent in Year 3, and 36 percent in Year 4.
In Year 1, 43 percent of participants indicated their skills were improved much, 44 percent in Year 2, 43.5 percent in Year 3, and 41 percent in Year 4. In Year 1, 27 percent of participants indicated their skills were improved a fair amount, 22 percent in Year 2, 19 percent in Year 3, and 17 percent in Year 4. In Year 1, 9 percent of participants indicated their skills were improved a little, 8 percent in Year 2, 5 percent in Year 3, and 6 percent in Year 4. And finally, in Year 1, 2 percent of participants indicated their skills were not at all improved, no one in Year 2, less than 1 percent in Year 3, and no one in Year 4.
Family members reported overwhelmingly positive experiences at SpecialQuest. They felt fully included in their teams and saw themselves as providing a unique and valuable perspective. In addition, Family Members left SpecialQuest with increased confidence in their ability to make their voices heard and to find appropriate services for their children. They noted gaining important information about resources in their community, and identified other parents as their most valuable source of information and support. Several reported taking the SpecialQuest message back to their programs and communities.
“I enjoyed working as a family member brining information back to share with other families who have kids with disabilities in the program.” Family Member