Recognizing that a quality preschool program is key to children's high achievement, this videotape presents a U.S. Department of Education teleconference on creating high quality preschool programs and federal funding available for such programs. Panelists from the Department include the director of the Early Childhood Institute in the Office of…

The Individuals with Disabilities Education Act entitles each family with an eligible infant or toddler to service coordination at no cost to them. This publication sets forth guidelines and describes the vision for how service coordination will be provided to families in Colorado. The publication, in English and Spanish versions, notes that…

The Families Matter series of papers from the Harvard Family Research Project advances the concept of family-centered child care, advocating an approach to early childhood education that addresses the development of the child and family together. Grounded in family support principles, which build on family strengths and work from a community's…

This training guide is a product of the Family-Centered Interdisciplinary Training Project in Early Intervention (Wisconsin), a project that is addressing the need for preservice training of professionals to serve infants, toddlers, and preschool children with disabilities and their families. The project is focused on students from the disciplines…

This paper on students who learn differently, primarily students with specific learning disabilities or attention deficit/hyperactivity disorder (ADD/HD), examines the topic in the context of American families living abroad based on a review of the literature and a survey of member clubs of the Federation of American Women's Clubs Overseas.…

An experimental program involving kindergarten children and parents in an evening Spanish course was successful and enthusiastically received. Problems encountered included differing learning styles, abilities, and interests between parents and children. In some cases, other family members also became involved. (MSE)

A collaborative model for special educators and parents to use in devising strategies parents can use at home for children with learning disabilities is described. A case study of a child whose parent tutored her using an individualized tutoring program designed by the special educator after the initial evaluation is presented. (CR)

Asserts that curriculum design has traditionally been left to the experts who have forgotten or lost touch with the children. Explores an autobiographical account by Christopher Nolan, expressing the desire to build a curriculum that is richer, more energetic, and more truthful than the ones in the past. (MG)

Methods are described for quantifying and formalizing assessment of traumatic brain injury patient families. The advantages and disadvantages of empirical and clinical assessment are outlined, and four family assessment methods are reviewed: self-report, interview, observation, and laboratory. Specific assessment instruments are noted along with…

Presents a framework for initiating multicultural learning during early childhood through active family involvement. This framework includes the rationale for multicultural education, opportunities for multicultural learning, sensitive issues, specific educational strategies, and resources. Each aspect of the framework is examined in relation to…

This article describes three potential levels of accountability for providing certain types of support for families in early intervention and preschool programs for children with disabilities: providing the legally required services for families, providing services that are considered recommended, and achieving certain outcomes as a result of…

This article considers the needs of families of children with disabilities, the implications for interdisciplinary practice, and the changing pattern of early childhood disability. Family contributions to individuals with disabilities, the importance of early intervention, and the need for professionals to enable and empower families is…

This publication is intended to help communities take steps to improve the transition to kindergarten for young children with and without disabilities or other special needs in Kansas. The guide covers transition research, elements of effective transition, effective interagency cooperation, information sharing, providing continuity for children…

This guide reports on a project that demonstrated family-based English-as-a-Second-Language (ESL) tutoring delivered by volunteer literacy tutors, many of whom were parents with young children. Group members worked together to define the project in terms of the individuals involved in it. Tutors were trained in the context of the project with…

Practical and well-defined solutions are presented to build effective and long-lasting partnerships among parents, educators, and community members for the improvement of schools. A step-by-step model is presented, with an outline to guide anyone attempting to involve parents in their children's schools. Chapter 1, "My Journey to Parent…