Contends that success of supported employment service programs depends on the ability of new programs to replicate results of supported work demonstration projects. Notes that the capacity to verify accurate replication independently is limited, as is knowledge of the extent to which supported employment demonstration programs generalize to a wide…

Reflects on previous articles in the same journal that address the preparation of special education teachers. The need for preparation programs to clearly identify necessary expertise and evaluate its acquisition with rigor is discussed, along with the need to prepare professionals to function in the community beyond the classroom. (CR)

This rejoinder to comments on the authors' article (EC 623 392) on a renewed emphasis on parent education in early intervention discusses the nature of parent education, the intended outcomes of parent education, professional training needs, and a research agenda. (DB)

Reflects on previous articles in the same journal that address the preparation of special education teachers. Discusses the benefits of the special education field looking outward at the larger system in which special education operates and then critically inward at the role of special education teachers. (CR)

This paper outlines a set of "best practice" criteria for designing and evaluating early intervention programs for special needs infants and toddlers, from an international perspective. The paper recommends that early intervention programs be based on six principal values: community coherence, cultural sensitivity, right to services, family…

This response to Mahoney et al. (EC 623 392) agrees that parent education should be an important component of early intervention programs and proposes that parent education be included in a relationship-focused early-intervention model. This model is illustrated, explained, and compared with the previous child-focused model and the current…

This article suggests the need to embed social skills intervention within the more general context of long-term early intervention efforts that promote all dimensions of developmental performance. Results from former clients of the LEAP program are discussed and demonstrate evidence of sustained growth and development over nearly two decades.…

The relationships among the program, placement, and services for a student with disabilities when planning an appropriate education is discussed. A conceptualization of how these components can be approached in an interactive manner, rather than a strictly linear one, is offered within a framework consistent with the law. (Contains references.)…

This paper analyzes the philosophy and goal strategies of transition programs, focusing on criteria for success, needs of the disabled, training of personnel, staffing, client controls, the pre-transition school environment, the adult transition environment, and integration into adult society. Several recommendations for improved transition…

This article discusses why the universal adoption of family-centered values and practice in early intervention is problematic in the context of the current state of early intervention. Recommendations are provided for the new millennium, including participatory research in family-centered early intervention and personnel preparation based on…

A rationale for and components of a development systems model are presented to guide early intervention programs. Core principles emphasizing a developmental framework, integration, and inclusion are expressed in the context of a multicomponent interactive system. The model's focus on maximizing family patterns of interaction by addressing…

Reflects on the differing viewpoints of previous articles addressing the preparation of special education teachers. Diversity of opinions and lack of satisfaction with the status quo are seen as positive forces for the special education field and for the proactive membership of the Council for Exceptional Children. (CR)

Reflects on previous articles in the same journal that address preservice teacher education for special education teachers. The conflicting views, disagreements about instructional strategies, and increasingly broad views of how special education interfaces with other education enterprises, are believed to distract from core principles of the…

Comments on previous articles in the same journal that address preservice teacher education for special educators. The differing viewpoints are seen as potential strengths that will contribute to the growth of special education as it moves toward the future. Urges support of diverse viewpoints. (CR)

Reflects on the differing viewpoints in previous articles addressing the preparation of special education teachers. Discusses the need for the special education field to continue to use effective instructional strategies and share them with general education change agents to better the lives of all children. (CR)