Although there has been a consistent vision for multicultural education and family collaboration in teacher preparation programs for decades, collaborative partnerships between culturally and linguistically diverse (CLD) families and their children's educators remain elusive (Harry, 2008; Trent, Kea, & Oh, 2008). Family engagement in special…

The history of special education in the United States and Thailand has followed a similar path in many ways. Both countries made compulsory education mandatory to move in a positive direction in providing special education services to children with disabilities including the provision of services for children with ASD or Autism. In Thailand,…

Among findings of a study involving families of nine handicapped children (6-11 years old) were that districts have expanded the evaluation and planning process for students, with a broader base of evaluation information taken into account, and that aspects of the least restrictive environment remain problematic. (CL)

Programs to educate severely handicapped children have usually been evaluated with respect to student achievement. Although this approach is reasonable, a multivariate approach that examines the impact on the child's family may be more relevant. Programs to teach the parents and to reduce institutionalization should also be studied. (GDC)

In 1990-91 the Education for All Handicapped Children Act Amendments (1986) will require public schools to provide appropriate educational services for three and four year olds with handicapping conditions. This article examines this legislation, the historical factors contributing to its passage, and its implications for children, families, and…