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Early Intervention and Family Involvement (updated April 2000)

How can early childhood professionals work more effectively with families of children with disabilities?

"Family-centered service is a philosophical tenet that must be internalized in early intervention. The practical application of this philosophy, once embraced, requires thought, ingenuity, experimentation, and continuing re-evaluation. Making early intervention family-centered will not only enhance the likelihood of success, it will promote the importance of the family in all spheres of our society." (From Working with Families in Early Intervention by James A. Blackman. Aspen Publisher, Inc.)

Following are links to related ERIC Digests, frequently asked questions (FAQs), and Internet resources, as well as selected citations from the ERIC database and the search terms we used to find the citations.


You can search the ERIC database yourself on the Internet through either of the following web sites:

ERIC Citations

The full text of citations beginning with an ED number (for example, EDxxxxxx) is available:

  • In microfiche collections worldwide; to find your nearest ERIC Resource Collection, point your web browser to: http://ericae.net/derc.htm.
  • For a fee through the ERIC Document Reproduction Service (EDRS): http://edrs.com, service@edrs.com, or 1.800.443.ERIC. (no longer available)

The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:

ERIC Search Terms Used

early childhood education OR preschool education OR early intervention

AND

disabilities

AND

family involvement OR family programs OR parent participation

EC305518
Section 619 Profile. Seventh Edition.
deFosset, Shelley; And Others
National Early Childhood Technical Assistance System, Chapel Hill, NC.
Nov 1996 49p.; For previous edition, see ED 347 772.
Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC. Contract No: HS91-01-1001
Available From: NEC*TAS, 500 NationsBank Plaza, 137 East Franklin St., Chapel Hill, NC 27514; telephone: 919/962-2001; TDD: 919/966-4041; fax: 919/966-7643; e-mail: nectasta.nectas@mhs.unc.edu.
EDRS Price - MF01/PC02 Plus Postage.
Language: English
Document Type: RESEARCH REPORT (143)
Geographic Source: U.S.; North Carolina
Journal Announcement: RIESEP97
Information on the implementation of services for preschool children with special needs and their families is presented, acquired from a survey of all 50 states, the District of Columbia, and 8 outlying jurisdictions. The information is organized into nine sections reflecting major state activities related to the Part B, Section 619 portion of the Individuals with Disabilities Education Act. These sections include: (1) administration, education reform, and funding; (2) interagency coordination; (3) personnel, including certification/licensure requirements for preschool special education staff and use of paraprofessionals; (4) transition from early intervention services to preschool programs and from preschool programs to kindergarten and first grade; (5) inclusion and programming; (6) public awareness initiatives; (7) individual family service plans and family-centered services; (8) eligibility; (9) special education mandates and legislation; and (10) preschool program data. Contains a contact list of program coordinators and related personnel.
Descriptors: Agency Cooperation; Delivery Systems; *Disabilities; *Early Intervention; Educational Legislation; *Educational Policy; Eligibility; Family Programs; Financial Support; Inclusive Schools; Kindergarten; Mainstreaming; National Surveys; Paraprofessional Personnel; Preschool Education; Program Administration; Program Implementation; Staff Development; *State Programs; Transitional Programs Identifiers: *Individuals with Disabilities Education Act Part B

EJ532374 EC614657
A Qualitative Analysis of Parents' and Service Coordinators' Descriptions of Variables That Influence Collaborative Relationships.
Dinnebeil, Laurie A.; And Others
Topics in Early Childhood Special Education, v16 n3 p322-47 Fall 1996
Special section: Teaming and Service Coordination.
ISSN: 0271-1214
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJMAR97
A survey of 397 parents of infants and toddlers with disabilities and 226 early intervention service coordinators (SCs) was conducted to identify necessary factors for successful SC-parent collaboration. Surveys indicated that interpersonal skills were critical for successful collaboration. A microcounseling model involving behavioral consultation training is presented for use in staff development.
Descriptors: Administrator Attitudes; *Cooperative Planning; Coordination; Delivery Systems; *Disabilities; *Early Intervention; *Family Programs; Infants; *Interpersonal Relationship; Parent Attitudes; Parent Participation; Postsecondary Education; Program Effectiveness; Staff Development; Surveys; Teaching Models; Toddlers Identifiers: Behavioral Consultation; *Parent Provider Relationship

EJ532383 EC614666
Collaboration between Families and Early Intervention Service Providers.
Filer, Janet D.; Mahoney, Gerald J.
Infants and Young Children, v9 n2 p22-30 Oct 1996
ISSN: 0896-3746
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJMAR97
A survey of 73 early intervention service providers and 193 parents of infants/toddlers with disabilities was conducted to determine differences in perceptions of the level of service provided, the importance of the service, and ideal program components. Substantial family/provider discrepancies were found in perceptions of services being received, essential services, and the "ideal" early intervention program.
Descriptors: *Administrator Attitudes; Cooperation; Delivery Systems; *Disabilities; *Early Intervention; Infants; *Parent Attitudes; Participant Satisfaction; Preschool Education; *Program Attitudes; *Program Effectiveness; Surveys; Toddlers Identifiers: *Parent Provider Relationship

ED405723 EC305447
Achieving, Behaving, Caring: The ABC's of Early Intervention.
Fitzgerald, Martha; And Others
Feb 1997 10p.
Paper presented at the Annual Conference of the Research and Training Center for Children's Mental Health (10th, Tampa, FL, February 23-26, 1997).
EDRS Price - MF01/PC01 Plus Postage.
Language: English
Document Type: PROJECT DESCRIPTION (141); CONFERENCE PAPER (150)
Geographic Source: U.S.; Vermont
Journal Announcement: RIEAUG97
This report describes first year activities and results of a project comparing two early interventions with 102 children (grades 1 and 2) at risk for emotional or behavior disorders. Fifty-nine children received an intervention involving social skills lessons given on a whole-class basis at least twice a week with information sent home regularly regarding the lessons. The parents and teachers of the remaining 43 children met regularly to do action research focused on the individual child. The parent teacher action research approach involved parent-teacher equality, use of the action research cycle, parent liaison, planning mutual parent-teacher goals for the child, consistency between home and school, and planned transitions. This intervention also utilized the Making Action Plans process to set individual goals for each child. The action research cycle (plan of action, action, reflection, and practical theory) becomes the structure that guides each team's meetings. Preliminary results indicated by the teacher reports show that children in both groups decreased in total problems, with the action research group showing greater decreases. Parent reports suggested both groups decreased in total problems and externalizing behavior. Direct observational findings found the action research group decreased in problems and increased in on-task behavior, whereas the social skills training group increased in problems and decreased in on-task behavior.
Descriptors: At Risk Persons; Behavior Change; *Behavior Disorders; *Early Intervention; *Emotional Disturbances; Individualized Instruction; *Interpersonal Competence; Parent Participation; *Parent Teacher Cooperation; Primary Education; Program Effectiveness; Student Educational Objectives; Time on Task

ED404806 EC305324
The Million Dollar Question: Unmet Service Needs for Young Children with Disabilities.
Gallagher, James
North Carolina Univ., Chapel Hill.; Rhode Island Coll., Providence.
Jan 1997 27p.
Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC. Contract No: H024T0002
EDRS Price - MF01/PC02 Plus Postage.
Language: English
Document Type: EVALUATIVE REPORT (142)
Geographic Source: U.S.; North Carolina
Journal Announcement: RIEJUL97
Parents (N=58) of young children with disabilities and their service providers attended 18 focus group sessions where they discussed what services they would choose if given a million dollars to spend on their own service programs. The focus groups were held in nine geographically and demographically diverse communities in Colorado, North Carolina, and Pennsylvania. Comments were grouped into the areas of family support, expansion of services, increased personnel, communications/networking, equipment, professional training, and other. Parents and service providers substantially agreed on how the money might be usefully spent, with high priority given to helping families with crisis conditions, respite care, increased use of special therapists and therapies, and increased intensity and breadth of treatment. Service providers also wanted improved billing practices, training for daycare personnel, and referral systems. Results suggest a need for a different service model, one which employs special therapists as consultants and supervisors over teams of early interventionists who will carry out many of the special therapist's current duties.
Descriptors: Consultation Programs; *Delivery Systems; *Disabilities; *Early Intervention; *Family Programs; Focus Groups; Human Services; Models; *Needs Assessment; *Parent Attitudes; Preschool Children; Preschool Education; Services; Therapists; Therapy
Identifiers: *Service Providers

ED409104 PS025563
Parent Involvement Begins at Birth: Collaboration between Parents and Teachers of Children in the Early Years.
Goldberg, Sally
1997
208p.
ISBN: 0-205-17415-9
Available From: Allyn and Bacon/Simon and Schuster Education Group, 160 Gould Street, Needham Heights, MA 02194-2315; phone: 800-852-8024; world wide web: http://www.abacon.com (Order No. H74156, $25.95, plus shipping). Document Not Available from EDRS.
Language: English
Document Type: BOOK (010); NON-CLASSROOM MATERIAL (055)
Geographic Source: U.S.; Massachusetts
Journal Announcement: RIENOV97
This book presents a parent involvement model built on a foundation of public school-based parent education seminars and home-based infant-toddler play-and-learn activities. The goal is to ensure that children begin their school experience ready to learn and become competent, confident learners. The book begins with a historical overview of parental involvement. Next, the parent involvement process is described, including parent education classes, a curriculum of developmentally appropriate learning activities for parents to use at home, and a developmental review at age 3 to identify areas that need strengthening and a follow-up review at age 5 to assess the progress made. In addition to presenting this model, the book offers a discussion of the guidance approach to discipline and managing child behavior, including the "fifteen pillars of parenting." It also provides a practical look at early literacy and a chapter on special needs, including Attention Deficit Disorders, the gifted, and the differently abled. The final section of the book contains the complete child-centered, activity-based program, which is a curriculum of activities designed to promote the development of cognitive, motor, socialization, language, and self-esteem skills; it includes key developmental milestones and 185 play activities with step-by-step instructions.
Descriptors: Attention Deficit Disorders; *Child Development; Child Rearing; Home Instruction; Infants; Parent Child Relationship; *Parent Education; Parent Influence; Parent Materials; *Parent Participation; Parent Role; *Parent School Relationship; Parenting Skills; Parents; *Parents as Teachers; Partnerships in Education; Preschool Children; *Preschool Curriculum; Preschool Education; Student Centered Curriculum; Toddlers
Identifiers: Child Centered Education; *Parent Child Education Program

EJ540921 EC615474
How Responsive Is Early Intervention to the Priorities and Needs of Families?
Mahoney, Gerald; Filer, Janet
Topics in Early Childhood Special Education, v16 n4 p437-57 Win 1996
Theme Issue: Research and Practice in Early Intervention.
ISSN: 0271-1214
Language: English
Document Type: JOURNAL ARTICLE (080); EVALUATIVE REPORT (142)
Journal Announcement: CIJAUG97
This study, involving 357 mothers, assessed the type and scope of services provided to families participating in 63 early intervention programs. Analysis found that services were more related to child information and family instructional activities than to personal/family and resource assistance, and that home-based programs and center-based programs with home components were preferred over center-based only programs.
Descriptors: Delivery Systems; *Disabilities; *Early Intervention; Family Characteristics; *Family Needs; Home Programs; Human Services; Information Services; Mothers; Needs Assessment; Parent Education; *Participant Satisfaction; Preschool Education; *Program Effectiveness
Identifiers: Center Based Programs

EJ519939 EC613323
Family Participation in Assistive Technology Assessment for Young Children with Mental Retardation and Developmental Disabilities.
Parette, Howard P., Jr.; Brotherson, Mary Jane
Education and Training in Mental Retardation and Developmental Disabilities, v31 n1 p29-43 Mar 1996
ISSN: 1079-3917
Language: English
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070); POSITION PAPER (120)
Journal Announcement: CIJJUL96
Target Audience: Practitioners
This article discusses a family-centered approach to assistive technology assessment for young children with mental retardation or developmental disabilities and their families. After a literature review, legal definitions of assistive technology are examined, and a model is presented for supporting and involving families in technology assessment and use for children with disabilities.
Descriptors: *Assistive Devices (for Disabled); Definitions; *Developmental Disabilities; Early Childhood Education; Evaluation; *Family Involvement; Family Programs; *Mental Retardation; *Models; *Needs Assessment; Young Children

EJ541067 EC615930
CHILD-PACs Make for Happy Families.
Patton, Mary Martin; Jones, Elizabeth
TEACHING Exceptional Children, v29 n4 p62-64 Mar-Apr 1997
ISSN: 0040-0599
Language: English
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
Journal Announcement: CIJAUG97
Describes CHILD-PAC (Children's Hand-on Integrated Learning Discoveries--Parents as Co-Partners), a take-home learning center developed for infants and toddlers with disabilities and their parents to promote positive, interactive parent-child learning and playing. Three different CHILD-PACs designed to turn potentially difficult interaction times into positive learning experiences are described: Bath Surprise, Sleepytime, and Happy Traveler.
Descriptors: *Disabilities; *Home Programs; Infants; *Learning Activities; *Parent Child Relationship; Parent Participation; *Parents as Teachers; *Play; Preschool Education; Toddlers

EJ547370 EC616403
A Strength-Based Approach in Support of Multi-Risk Families: Principles and Issues. Powell, Diane S.; And Others
Topics in Early Childhood Special Education, v17 n1 p1-26 Spr 1997
ISSN: 0271-1214
Language: English
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
Journal Announcement: CIJDEC97
Discusses principles associated with strength-based approaches to support families of children with disabilities: a philosophy based on family strength; a partnership approach to service; a family-centered agenda; an individualized response to family needs; a comprehensive view of family development; and an assessment of outcomes based on family functioning.
Descriptors: *Disabilities; Early Childhood Education; *Family Involvement; Family Life; *Family Needs; Family Problems; *Family Programs; *Intervention; *Quality of Life

EJ533057 PS525692
Inclusive Infant-Toddler Groups--Strategies for Success.
Richey, David Dean; And Others
Dimensions of Early Childhood, v24 n4 p10-16 Fall 1996 ISSN: 1068-6177
Language: English
Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080)
Journal Announcement: CIJMAR97
Offers practical advice for staff and families associated with integrated programs. Identifies potential sources of stress and discusses eight strategies toward successful inclusion involving systemic planning, suggested resources, and family participation. Suggests embedding intervention of individual goals and objectives in an activity-based approach. Encourages demystification of disabilities and correction of mismatched placements. Includes a sidebar of legal considerations.
Descriptors: Compliance (Legal); *Disabilities; Early Childhood Education; *Early Experience; *Early Intervention; *Inclusive Schools; *Mainstreaming; Parent Participation
Identifiers: Americans with Disabilities Act; *Child Care Needs; Child Care Services Entitlement; Parent Caregiver Relationship

EJ540967 EC615639
Community Forums: Finding Common Ground for Change.
Wesley, Patricia W.
Journal of Early Intervention, v20 n1 p79-89 Win 1996
ISSN: 1053-8151
Language: English
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
Journal Announcement: CIJAUG97
Presents a model that was used for 36 community forums designed to bring together diverse community members to learn about and collaborate on early childhood inclusion. The history and critical features of community forums are described, along with basic principles of community change supporting the model.
Descriptors: *Community Change; *Community Support; *Disabilities; Early Childhood Education; *Early Intervention; Educational Strategies; *Inclusive Schools; *Models; Parent Participation

ED407816 EC305576
Inclusion: A Right, Not a Privilege.
Connecticut Univ. Health Center, Farmington. [1996
91p.
Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC. Contract No: H024D30001
EDRS Price - MF01/PC04 Plus Postage.
Language: English
Document Type: NON-CLASSROOM MATERIAL (055)
Geographic Source: U.S.; Connecticut
Journal Announcement: RIEOCT97
Target Audience: Parents
This resource guide contains information to help parents find community early childhood programs that meet the needs of children with disabilities. The guide reviews parents' legal rights, legal entitlements that support parents' efforts to have children with disabilities included in community programs, and resources available to make community early childhood programs inclusive. The guide also provides information on the various opportunities children with disabilities have to receive quality services and supports. An introduction describes various relevant terms and lists the values reflected by the Early Childhood Community Inclusion Project's resource guide for children with disabilities and their families. Chapters address the following topics: (1) the definition of inclusion; (2) federal legislation provisions relating to including young children with disabilities (reviews provisions of the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act) and judicial decisions that support inclusion; (3) the characteristics of effective inclusive programs; and (4) steps that parents can take to bring about inclusion. Appendices include a list of disability/advocacy organizations, an early childhood community program inventory for families to evaluate programs, and inclusion resources.
Descriptors: Court Litigation; *Day Care Centers; *Disabilities; *Early Childhood Education; *Federal Legislation; *Inclusive Schools; Information Sources; *Parent Participation; Parent School Relationship; Preschool Education; Program Effectiveness Identifiers: Americans with Disabilities Act 1990; Individuals with Disabilities Education Act; Rehabilitation Act 1973 (Section 504)
 

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