Examination of an early intervention program featuring combination home- and center-based, transdisciplinary team services for children with moderate to severe disabilities and their parents indicated statistically significant positive behavioral changes for both children and their parents. No relationship was found, however, between amount of…

The article reports the methodology and results of a two-year program evaluation effort to determine effectiveness of an early intervention program for disabled infants and preschool children. Overall, the results indicated the intervention program had a positive impact on participating children and their parents. (Author/CL)

The paper describes the evaluation of two levels of a center-based early intervention project offering two-day services for toddlers and five-day services for preschoolers with mild/moderate cognitive delays. Effects of services were assessed in terms of developmental change and the number of objectives achieved. (Author/CL)

Effective early education for gifted children must include special policy and program considerations. Preschool/day-care efforts should be based on the child's needs, special program goals, appropriate placement or grouping, and parent involvement. Administration convenience must yield to developmental efficacy to provide early admittance to…

A general framework consisting of four curricular dimensions (content, process, product, learning environment) and criteria for developing and judging appropriate curricula for gifted students are presented with adaptations for gifted preschoolers. Examples of teaching activities and techniques appropriate for gifted preschool students can be…

Parents of gifted preschoolers are advised of research on their role in stimulating cognitive development, achievement motivation, affective development, and social development. Suggestions are also offered regarding interactions with extended family members, school personnel, friends, and strangers. (CL)

Approximately 10% to 15% of children have some chronic health condition; 2% of children in the United States have severe chronic illnesses. Certain problems are common to most families with a chronically ill child: high costs, heavy daily care burden, conflicting professional advice, and social isolation. Early intervention may diminsh handicaps…

Only a small percentage of all chronically ill children under six are currently enrolled in early education programs. Care of chronically ill children in educational settings often entails the delivery of a variety of related services, including transportation; education-based health services; and speech, physical, and occupational therapies.…

The Developmental Task Model provides a basic framework for attaining optimal normalization for chronically ill children. The model examines how specific characteristics of an illness interact with particular age-related developmental tasks of childhood. Developmental issues, effects of chronic childhood illness, and implications for intervention…

Interviews with 59 parents of school-age children with cancer indicated that despite missing much school their child was caught up with schoolwork, suggesting that academic difficulties are not paramount. Most parents also reported receiving substantial help from sympathetic and competent educators, although some teachers were insensitive and…

Problems in research on chronic illness in children include the use of appropriate control groups and matching on control variables. The generic or cross-categorical approach has led to the identification of factors affecting children regardless of the particular illness. Adjustment to school depends on coordination of the family and health…

Care required by chronically ill children is often far more expensive and recurs over a far longer interval than for other children. Serious limitations exist in private insurance and serious inequities exist in eligibility criteria for Medicaid and other public programs. These and related issues must be addressed for more equal allocation of…

Suggestions are made about the type of information that educators should obtain from and communicate to health care providers and issues that may enhance effective communication with those in the health system. (Author/CL)

This discussion addresses the disease-centered structures of services for disabled children and analyzes orientation toward institutional imperatives rather than toward including concerns of families. Five areas for change are addressed including promotion of independence, recognition of the value of long-term relationships with professionals, and…

The article provides an annotated list of organizations, computer information networks, local and regional networks, publications, and audiovisual resources for teachers working with chronically ill children and their families. (CL)