The purpose of this paper is to review intervention research to determine the types of family support that are reported and evaluated in early childhood. This review includes 26 articles evaluating (a) parent training programs; (b) general family-centered practice models which offer comprehensive supports; (c) peer support; (d) two-generation…

Results from a qualitative inquiry investigating conceptualization of family quality of life are provided. Focus groups and individual interviews were comprised of 187 individuals that included family members (e.g., parents, siblings) of children with a disability, eight individuals with a disability, family members of children without a…

Recent literature in the field of transition studies emphasizes importance of creating self-determination supports to promote independence, autonomy, and quality of life in students with disabilities. Much of that literature, however, has not taken cultural and familial factors into consideration. A review of the Navajo family and disability…

A study explored the perceptions of 12 administrators and policy makers, 13 family members, 12 friends, and 9 adults with challenging behavior and mental retardation and/or autism, 7 researchers, and 13 teachers regarding current behavioral information and dissemination. Results indicate a continued gap between research and practice. (Contains…

A study investigated the perceptions, levels of satisfaction, and concerns of 8 Korean parents of children with disabilities in regard to U.S. special education services. Participants expressed their satisfaction with certain aspects of the special education system, agreed they had been sent too many written materials, and used mediators.…

In light of the Education for All Handicapped Children Act (P.L. 94-142), the article explores some training alternatives for both parents and professionals who are involved in the process of developing individualized education programs for handicapped children. (DLS)

The legal principles of the right-to-education-for-the-handicapped doctrine are identified; and the meaning of those principles for universities, particularly schools of education, are suggested. (SBH)

Thirty-two college juniors who were majoring in special education were required to develop an advocacy relationship with a mentally handicapped person for a course in the psychology of mental retardation. (GW)

The authors assert that parents may choose, for a number of reasons, not to be involved with the education of their mentally retarded child. Factors that may affect the advisibility of involvement include the severity of the child's disability, the parents' energy, family relationships, and life-styles. (CL)

Parents of 82 mainstreamed preschoolers were interviewed about their interactions with other parents. Parents of handicapped preschoolers indicated they interacted equally often with parents of nonhandicapped and handicapped children, but parents of nonhandicapped reported more interaction with parents of nonhandicapped children. Results had…

The nature and extent of parental involvement with all levels of special education is discussed and contrasted with that of parental involvement in regular education. A major conclusion is that parent involvement in special education should be determined more by individual preferences than by generalized expectations. (Author/MC)

Six mothers of handicappped (MOH) and 40 mothers of nonhandicapped (MONH) children, in a mainstreamed preschool responded to five parental interaction questions. Among results are that MOH tended to interact with either other MOH or MONH, and that MONH usually interacted with other MONH. (MC)

The article examines effects of implementation of the Handicapped Act Amendments of 1986, Part H, Handicapped Infants and Toddlers, including goals and expectations for family support, a comprehensive family support program, and assessment and service options. (DB)