Abstract
In both principle and practice, early intervention is now a well-established feature of service and support networks for children with documented developmental disabilities in the United States and around the world (Guralnick, 2005). In the United States, the systems nature of early intervention is firmly grounded in legislation, particularly the Education of the Handicapped Act Amendments of 1986 (P.L. 99-457). Over the years, the provisions of this act (now the Individuals with Disabilities Education Act [IDEA]) have been modified and revised in an effort to further strengthen the early intervention system, for example, IDEA Amendments of 1991 (P.L. 102-119) and the reauthorization of IDEA (P.L. l05-17; see Guralnick (1997b; Meisels & Shonkoff, 2000; Smith & McKenna, 1994, for historical accounts of this legislation). Taken together, this legislation actually created two components of an early intervention system: one focusing on infants and toddlers (birth-to-3 years of age; Part C of IDEA) and one addressing the needs of preschool children (3-to-5-year olds; Part B, section 619).
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Guralnick, M.J. (2007). The System of Early Intervention for Children with Developmental Disabilities. In: Jacobson, J.W., Mulick, J.A., Rojahn, J. (eds) Handbook of Intellectual and Developmental Disabilities. Issues on Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/0-387-32931-5_24
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