ERIC Number: ED369212
Record Type: RIE
Publication Date: 1991-Jul
The Family Involvement Triangle: A School-Home Collaborative Model. Project APIP.
Wald, Penelope J.
The Family Involvement Triangle (FIT), developed by Project APIP (Alexandria Preschool Intervention Program), is a family-focused, family-directed, school-home partnership for integrated preschool intervention programs. The major goals of the FIT model are to promote parent participation in the schooling of their child, to support parents in accomplishing their goals for their preschool child, and to offer opportunities for parent-to-parent networking. The FIT model focuses on developing collaborations between staff and individual families, families within the context of the school community, and families as friends outside of school. The staff nurtures these collaborations through strategies that promote relationship building, establish collaborative goals, and support communication maintenance. FIT attends to the building of both formal and informal support systems that enable parents to experience a sense of competence and involvement in the education of their preschool child. This paper describes the theoretical foundation and practical application of the FIT model and discusses the mechanics of creating and maintaining relationships in the three FIT Collaborative dyads: family-school, school-network of school families, and network of school families-family. The discussion is illustrated with activities and projects. An appendix contains a guide for a focused parent interview. (Contains 25 references.) (JDD)
Descriptors: Cooperative Programs, Disabilities, Early Intervention, Educational Cooperation, Family Involvement, Family School Relationship, Mainstreaming, Models, Parent Participation, Parent School Relationship, Parent Teacher Cooperation, Preschool Education, Social Networks, Social Support Groups
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: George Washington Univ., Washington, DC. Dept. of Teacher Preparation and Special Education.