Knowledge and family involvement in special education: The effects of video-based training on verbal behavior, perceptions of competence, and satisfaction.

This study investigated the effects of a video-based training program on the quantity and quality of family involvement in special education, perceptions of both family members and educators concerning parental competence as team members, and family members' satisfaction with their own involvement, team processes, and decisions made by the team. Twenty-seven adult family members of elementary grade children referred for special education eligibility in three schools and twenty-seven educational professionals, one per participating family, were the study's subjects. All family members received a packet of materials in preparation for their child's multidisciplinary team meeting, and half the family members also received an 18-minute videotape entitled "Welcome to Your First Team Meeting" and accompanying written study materials. Results indicated that the increased knowledge provided by the videotape effectively increased overall rates of family involvement but did not significantly change quality of involvement. Family participants perceived improvement in their own performance and reported feeling more competent, but these differences in behavior and self-perception apparently were not perceived by educators. (Abstract from ERIC)