The article compares Part B of the Education for All Handicapped Children Act (P.L. 94-142) of 1975 with Part H and argues that the similar meanings of "appropriate educational services" and "least restrictive environment" under both parts support efforts to integrate infants and toddlers with disabilities. (Author/DB)

This article describes three dimensions of normalization that extend beyond mainstreaming in the context of early intervention: (1) the physical environment, (2) teaching and therapeutic strategies, and (3) family-focused services. Examples of normalized practices within each dimension are offered, and issues related to normalization are…

A survey of 130 Connecticut teachers serving handicapped children aged birth to 6 found that the teachers used a variety of curricula, used individualized education programs, used structured didactic methods, felt highly successful at achieving their instructional goals, and had positive attitudes about their effectiveness as teachers. (Author/JDD)

A mother recounts her negative experiences with an early intervention program for her cerebral palsied infant and encourages parents to assert themselves if a program is not meeting their child's needs. (DB)

Reviews literature concerning Down Syndrome, visual impairment, and cerebral palsy in children. Emphasizes the continued need for advances in intervention strategies and technology and the more general need for methodological rigor in research. (RJC)

The article examines the need to integrate transition planning for children with disabilities throughout the early childhood years, the roles of all members of the early intervention team (parents and professionals) in early transitions, and the effects of parents becoming active participants in early intervention. (Author/DB)

This paper outlines parents' legal rights under Public Law 99-457 concerning early intervention services for young children with hearing impairments. Parents are urged to advocate for early intervention services appropriate to their children's needs. A list of five organizational resources is provided. (JDD)

This paper describes the integration of nine preschool children with blindness into a regular preschool program in Sweden. It focuses on the first introductory period; the children's strategies in orienting within the environment and exploring objects and toys; their participation in play; and their social interaction with sighted peers and…

Focus group interviewing is presented as an interactive method of conducting qualitative research with potential applications in early intervention. A six-component process to guide focus group research involves formulate research questions, select participants, develop protocol, conduct focus groups, analyze data, and report the findings.…

This article describes four single-subject research designs comparing two or more interventions with young disabled children--the multitreatment design, alternating treatments design, adapted alternating treatments design, and parallel treatments design. Problems in using these designs include multitreatment interference, nonreversibility of some…

Recounts an interview with Olivia Golden, Commissioner for the Administration on Children, Youth, and Families (ACYF) who oversees a broad range of programs for children and families. Discusses her career; goals for her office; and Head Start, particularly the program's future, highlights of the reauthorization legislation, collaborative efforts,…

This article describes the design and testing of the Family-Centered Program Rating Scale, which is seen as useful during comprehensive evaluation of early intervention programs for young children with disabilities and their families, as well as during program planning, staff development, and research processes. The article provides information…

This study tested the hypothesis that pretreatment level of play would predict the rate of increase in prelinguistic, intentional requesting during prelinguistic communication intervention of 8 children (ages 21 to 30 months) with developmental disabilities. A positive relation was found between amount of transitional or symbolic play at baseline…

Crack-affected children who experience early intervention can be mainstreamed successfully into regular classes. These children can be overwhelmed by stimuli and need stability, routine, and sameness in the intervention classroom. Teachers have discovered effective methods for working with crack-affected children. (16 references) (MLF)

Three criticisms of family-centered models of early intervention for individuals with disabilities are put forth: the definition of family is indeterminate; early interventionists bring their own conceptions of the meaning of family to their work; and empirical research about family processes and their relationship to individuals' development is…