The status of early intervention programs for handicapped young children in New Jersey is examined through analysis of results from a parent questionnaire, program administrator survey, functional assessment forms on children, group interviews with staff and parents, and phone interviews with program administrators. Among results reported are that…

The state of the art in involving parents in the education of their handicapped children is reviewed, and model program approaches for increasing their participation are described. Background aspects considered include research findings that demonstrate the importance of parent involvement, and a review of legislative mandates on the topic. The…

Four newsletter issues examine aspects of rural special education. Issue number one considers the generic problems or solutions in rural special education leadership, the need for innovative preservice preparation for rural educators, preservice training for Native American professionals and paraprofessionals, a model for rural early intervention,…

This collection of conference papers from New Zealand's Early Childhood Development Unit's November 1992 Parent Support Conference and the Parenting Promotion Launch presents a wide range of views on parenting and shows the support available for parents from numerous organizations. The conference began 2 weeks of activities throughout New Zealand…

By providing background information, reviewing current practice, and identifying and analyzing related issues, the authors formulate and recommend solutions for strengthening the parent-school relationship, particularly as related to P.L. 94-142 (the Education for All Handicapped Children Act). Section I provides background information on the law…

A preschool intervention program for handicapped children in Wheeling, Illinois provides a noncategorical approach to developing positive self-concepts, which are thought to lead to greater success in learning. Referrals of children at risk for developmental delay come from a variety of sources, including parents, doctors, hospitals, and vision…

This project identified models, practices, and existing projects, both in Indiana and throughout the United States, that demonstrated partnership efforts between families/home (particularly those families having students with disabilities) and educators/schools. This report presents a literature review on the nature, extent, effectiveness, and…

The purpose of this document is to identify the features of four successful collaborative partnerships between state education agencies (SEAs) and parent training and information centers (PTIs) and describe how these collaborative partnerships are improving SEA outcomes on Indicator B8 of the state performance plans (SPPs)--i.e., "Percent of…

The report describes evaluation activities of Minnesota's PACER (Parent Advocacy Coalition for Education Rights) Center's "Parents Helping Parents" Program and the "COUNT ME IN" Project. Section 1 focuses on "Parents Helping Parents," a program to make parents more effective advocates for their children and to…

An Individualized Education Program (IEP) for a handicapped child necessitates a program amenable to evaluation. A comprehensive approach consists of evaluability assessment, process evaluation, outcome evaluation, and consumer evaluation. Utilization of each strategy results in obtainment of evaluation information for program development,…

Parent/professional partnership is a key theme in government policy and service delivery for parents of disabled children, yet there is little evidence of such partnerships in research. Drawing on the literature concerning parents' experiences of caring for and raising a child with additional needs; parental involvement and partnerships and the…

This report presents seven case studies of programs across the country that have implemented innovative changes in the special education continuum. Telephone or in-person interviews with the program administrators were used to collect data. This report includes a summary of that information and a brief analysis of findings concerning common and…

The Phoenix Union High School District Homebound Program enrolls students who are unable to attend school for at least 3 months due to illness, disease, accident, pregnancy, or emotional or physical handicapping conditions. Homebound classes are carried out through special telephone consoles and home visits. This report describes the Homebound…

This article discusses the reflections of an early childhood special education professional on her visit to the preschools of Reggio Emilia, Italy. After describing the activities observed, the schools' philosophy, and the schools' environments, the paper discusses how the schools work with children with "special rights" (i.e., special…

This article describes one school's year-long effort to provide equitable access to the core curriculum to a very culturally, linguistically, and academically diverse student body while increasing teachers' needs for responsive professional development by piloting a dramatic change in the special education service delivery system with the support…