On the Road to Success...RIDE Project: Guide for Parents of Children with Special Needs [Booklet] and RIDE Project: Early Intervention [Video]
The RIDE Project [Reaching Individuals with Disabilities Early]
The booklet was created as a guide for parents and others to identify indicators of a child at-risk for developmental problems. It also describes the various early intervention services available to eligible children.This 25-minute video explains how the RIDE program operates and the advantages of a child participating if it is warranted. Some of the general indicators for participation include: Genetic/Congenital problems; Prenatal source conditions; Intrauterine Growth Retardation; Low Birth Weight/Extremely Premature birth; and Environmental Risks. Early signs of speech problems include: Feeding Problems; Recurring Middle Ear Infections; Doesn't Talk; and Childhood Diseases. The video also includes indicators for normal development at ages 2-3 and possible signs of hearing problems. There are studies that indicate that early intervention can reduce delinquency, and teen pregnancy, and lower unemployment. In addition, education costs can be reduced.
The RIDE Project [Reaching Individuals with Disabilities Early]. On the Road to Success...RIDE Project: Guide for Parents of Children with Special Needs [Booklet] and RIDE Project: Early Intervention [Video] (1995). RIDE Project (Reaching Individuals with Disabilities Early): Shelbyville, KY.
(10 pages).
Sponsoring Agency: United States Department of Education, Office of Special Education Programs
Language: English
Reading Level: Easy
Formats Available: Printed Material, Videotape
(Price is for 10 booklets, $20.00 for each video)
RIDE Project (Reaching Individuals with Disabilities Early)
Ohio Valley Educational Cooperative
P.O. Box 1249
100 Alpine Drive
Shelbyville, KY
40065
Phone: (502) 647-3533
Fax: (502) 647-3581
Email: dhilsenb@ovec.coop.k12.ky.us
URL: http://www.ovec.org/
Languages Available: English, Spanish
Intended User Audience:
The booklets are intended for parents in the rural communities in Kentucky that the RIDE project serves. While there are a variety of cultural and linguistic groups in this area, an estimated 90% of the families served have European American backgrounds. There is a fairly large migrant farm population (primarily for tobacco farming in the area), and some of the families served have Hispanic backgrounds and benefit from having Spanish language materials. The booklets are intended to provide introductory levels of information to parents.
The video is intended for any service delivery personnel or professional who would benefit from having knowledge about indicators and risk factors that may indicate a need for early intervention services.
Product Development:
The booklets were designed by Project RIDE staff members, who primarily have Euro-American backgrounds. The video was developed with strong collaboration from Dr. Richard McShane (a physician).
The translation of the RIDE project child find booklet was done by a woman who works with migrant families in the counties served by the project. She has an Argentinian background and has an M.S. degree in Spanish.
Product Evaluation:
The RIDE project has been formally evaluated as to the effect of the child find materials and services provided.
(These materials are just one component of the package of services being evaluated). The results were favorable, so revisions to the material were not judged to be necessary. The results have been reported to the U.S. Dept. of Education, and will be formally published through journal article submissions and other means in the next year or two.
Product Dissemination:
Approximately 2,500 to 3,000 English language brochures have been disseminated to community meeting points such as grocery stores, as well as to school districts and early intervention service agencies in the nine county area being served. Approximately 600-800 Spanish language brochures have also been disseminated, particularly to the 2-3 counties where the population of Hispanic-speaking families is the greatest. About 150 videos have been disseminated to the same agencies and school districts in Kentucky, but also to other places in the country and internationally (Finland, Japan, etc.).
Review #1
About the reviewer:
The reviewer who has lived in the U.S. for 10 years is an attorney
licensed in Mexico. He assists Hispanic families in obtaining
information and services from educational, medical, social, and
recreational programs for their children with disabilities. He is an
advocate for parents of children receiving special education in
schools. For families of children with disabilities, he conducts
workshops on educational rights, on parent advocacy, and on school
involvement. He translates materials and gives presentations to
teachers and other professionals on the specific needs of Hispanic
children with disabilities.
Audience:
This review includes two parent brochures or booklets, one in English and one in Spanish, as well as an accompanying video, available only in English. The booklets are intended for parents in the rural communities in Kentucky that the RIDE project serves. While there are a variety of cultural and linguistic groups in this area, an estimated 90% of the families served have Euro-American backgrounds. There is a fairly large migrant farm population (primarily for tobacco farming in the area). Also, some of the families served have Hispanic backgrounds and benefit from having Spanish language materials. The booklets are intended to provide introductory levels of information to parents. The video is intended for any service delivery personnel or professional who would benefit from having knowledge about indicators and risk factors that may indicate a need for early intervention services.
Strengths of the Material:
The written materials in English present the appropriate age ranges for meeting developmental milestones. They are clear in purpose and the presentation is easy to follow. The directions are clear. The format is appropriate for the intended users. The reading level of the material is easy and it presents information on the family's legal rights. The video is full of information; through its images diversity, gender, disability and inclusiveness are acknowledged.
Limitations of the Material:
Aspects of culture, language and diversity are not acknowledged in the written material. There are serious translation errors that interfere with the comprehension of the material in Spanish. For instance, instead of translating "... from early skills to later skills in each age group" the Spanish version reads "... from later skills according to their age." Under the subtitle of Even Start Family Education, there is a phrase that says, "You must have a child between birth and age 7." The Spanish translation replaced 'between' with the word 'or'. As a result, the Spanish version reads, "Your child must be newborn or be 7 years old." The omissions, mistakes, and 'typos' of the translation into Spanish make the Spanish version very hard to understand and follow. The use of the Spanish word 'Incapacidades' as a translation for the term 'Disabilities' (instead of the correct term 'Discapacidades') renders the Spanish version unsuited to be used. The term 'Incapacitado' (Incapacitated) is not only inaccurate but also politically incorrect, and for some families downright offensive.
Adaptations:
Users can provide supplementary information regarding language and culture when using the English version of the booklet. Since the video is not available in other languages, a comparable video is recommended for use with parents and professionals whose primary language is not English.
Generalizability:
Despite that fact that the materials do not acknowledge culture and diversity (except for the images in the video), the English material can be used with the above adaptations in other communities.
Recommendations:
The reviewer recommends with adaptations both the video and written materials in English. For the reasons indicated above the reviewer does not recommend the Spanish version. The quality and grammatical incorrectness of the translation render it offensive and inappropriate.
Producer's Response:
Thank you for the opportunity to respond to the reviewers' comments regarding the RIDE Project materials. We have found the materials to be beneficial to their targeted audiences. We have received feedback via surveys and phone calls. We agree that the video is designed more for professionals than for parents, as was our intent; however some of the information on the video would be of interest to parents. We took special care to ensure that the parent information booklets were clear and that the reading level was consistent with research obtained on average reading levels in the districts that we serve.
The OVEC RIDE Project developed all of the materials with input from parents, University of Louisville personnel, and input from educators in 9 school districts in Kentucky. We paid close attention to providing materials that would reflect the cultural diversity that exists in our target areas. We attempted to use translators with credentials in the linguistic area that we are addressing and who are familiar with the dialect(s) of families that we serve. We actually had two individuals from culturally diverse backgrounds work through the translation; however, as noted by both reviewers, our Spanish translation contained several errors that changed the original message. Funding for the project that produced these materials will end in 2000. At this time we so not foresee an opportunity for revising the materials. The reviewers' comments have prompted us to cease usage and dissemination of the translated version of the parent information booklet entitled Camino al Triunfo: Projecto en Camino.
Review #2
About the reviewer:
The reviewer is a bilingual educational diagnostician and consultant
who has been working with Hispanic and Native American communities in
the state of New Mexico. He has worked directly with infants and toddlers
and their families, as well as in preschool programs for children identified
as developmentally delayed. Presently, he is a candidate for the doctoral
degree in bilingual-multicultural special education from New Mexico
State University.
Audience:
This document was developed for use in Kentucky, though most of the information can apply to a variety of geographic areas and does not limit itself to a specific region or state. The document and video are designed for families whose primary language is English. There is a Spanish translation available of the brochure only. The range of possible users includes practitioners and family members.
Strengths of the Material:
The materials present general information that explains the Child Find process and also provides a continuum of examples leading from screening to the IEP process. The information contained is important to families and communities. The intent to offer a Spanish translation is a positive move toward family-centered services.
Limitations of the Material:
The document at times presents concepts in a scattered or limited form. Even though by design this material provides general information, the reader must have a clear understanding of definitions, and of the various phases of the Child Find process. Also, the language at times moves from parent-focused to practitioner-focused. There is no consistency in the language that speaks directly to parents. The Spanish translation contains several errors, many of which change the original message or information drastically, resulting in a document that is not similar to the original. The reviewer suggests not using the translation until an accurate version is available.
Adaptations:
This material would be more useful to a diversity of families if additional information, which explained developmental information more clearly, were presented along with the brochure. In addition, a component is needed that explains in detail the importance of
understanding the families' culture, language and family dynamics. These variables are critical throughout the assessment process.
Generalizability:
This material can be useful to families and professionals seeking assistance.
Recommendations:
Recommend with adaptations. It is necessary to focus more on parents as the primary readers. This means that the authors speak more to professionals than to families, when they should explain to families how their expertise about their child guides the team.
A component explaining the importance of a family's culture, language and family dynamics must be implemented and addressed sufficiently.
Producer's Response:
Thank you for the opportunity to respond to the reviewers' comments regarding the RIDE Project materials. We have found the materials to be beneficial to their targeted audiences. We have received feedback via surveys and phone calls. We agree that the video is designed more for professionals than for parents, as was our intent; however some of the information on the video would be of interest to parents. We took special care to ensure that the parent information booklets were clear and that the reading level was consistent with research obtained on average reading levels in the districts that we serve.
The OVEC RIDE Project developed all of the materials with input from parents, University of Louisville personnel, and input from educators in 9 school districts in Kentucky. We paid close attention to providing materials that would reflect the cultural diversity that exists in our target areas. We attempted to use translators with credentials in the linguistic area that we are addressing and who are familiar with the dialect(s) of families that we serve. We actually had two individuals from culturally diverse backgrounds work through the translation; however, as noted by both reviewers, our Spanish translation contained several errors that changed the original message. Funding for the project that produced these materials will end in 2000. At this time we so not foresee an opportunity for revising the materials. The reviewers' comments have prompted us to cease usage and dissemination of the translated version of the parent information booklet entitled Camino al Triunfo: Projecto en Camino.
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