Early Intervention Studies for Young Children with Special Needs

1. Front Matter

   Pages i-xvi

   PDF

2. Changing Concepts of Disability in Developed and Developing Communities

   • Roy I. Brown

   Pages 1-18

3. Advocacy: Applications in the Early Years of Children

   • G. Ronald Neufeld

   Pages 19-49

4. The Necessity of a Self-Critical Perspective

   • Len Barton

   Pages 50-66

5. Cultural Sensitivity in the Design and Evaluation of Early Intervention Programmes

   • Robert W. Heath, Paula Levin

   Pages 67-92

6. Early Intervention in Third World Countries

   • Robert Serpell, Dabie Nabuzoka

   Pages 93-126

7. Assessment for Early Intervention; Evaluating Child Development and Learning in Context

   • Keith D. Ballard

   Pages 127-159

8. Assessment-Curriculum Systems for Early Childhood/Special Education

   • Angela Notari, Kristine Slentz, Diane Bricker

   Pages 160-205

9. Parent Involvement

   • Garry Hornby

   Pages 206-225

10. Mother-Child Interaction and Early Language Intervention

    • Penny Price, Sandra Bochner

    Pages 226-258

11. Education and Training of Early Intervention Programme Personnel

    • Roy V. Ferguson, Dana Brynelsen

    Pages 259-279

12. Evaluating Programme Impact: Levels of Certainty

    • Rune J. Simeonsson, Donald B. Bailey Jr.

    Pages 280-296

13. Designing and Evaluating Early Intervention Programmes

    • David R. Mitchell

    Pages 297-326

14. Back Matter

    Pages 327-339

    PDF

This is the fourth volume in the Rehabilitation Education Series. It is the first volume tobe co-edited and follows a volume on quality of life. The first few years of a child' s life sets the pattern for many issues associated with quality of life. Although intervention may at later stages enhance quality oflife, it is in these first years thatthe attitudes and systems of society can have long lasting effects. The early years are increasingly seen as the province of the educator and in children with disabilities, special education. They are already recognized as the province of the health professional. Here we attempt to take a different line re-inforcing the idea that child and family are the interacting system we serve. The needs are often multidisciplinary, but we need to recognize context as the critical marker. Thus assessment needs tobe linked to program­ mes and therefore programmes themselves have tobe evaluated, and environmental issues underlined. In particular the contribu­ tion from those with sociological interests are noted. Intervention, whether it be psychological or educational, is frequently and ideally placed in the hands of parents or the nearest caregiver. The professional becomes the processor ever mindful of the context in which needs and goals are experienced. These issues are basic to the issues of quality of life. D.R.M. R.I.B.

• assessment
• child
• children
• education
• health
• intervention
• quality
• quality of life
• rehabilitation

• Education Department, University of Waikato, Hamilton, New Zealand

  David M. Mitchell

• Rehabilitation Studies Programme, University of Calgary, Calgary, Canada

  Roy I. Brown

Policies and ethics