The National Aural Group was formed to promote the use of an auditory-oral approach with families of very young children with hearing impairments in the United Kingdom. The group's activities include summer school programs to educate parents, follow-up weekend sessions, support networks and helplines, and fact sheets and booklets. (JDD)

This article outlines principles of support services for families of children with disabilities. It then considers characteristics of parents of young children who are deaf/hard of hearing (e.g., gender, hearing status, socioeconomic status, and cultural/linguistic status) and child characteristics (age at diagnosis, hearing level, and additional…

An ongoing parent education/support group for Mexican-origin Latino parents of young children with Down's syndrome was developed. The paper discusses culturally mediated concepts related to group structure, membership, and leadership; problems affecting maintenance and growth of the group; and potential value of such support groups for this parent…

This article discusses why the universal adoption of family-centered values and practice in early intervention is problematic in the context of the current state of early intervention. Recommendations are provided for the new millennium, including participatory research in family-centered early intervention and personnel preparation based on…

This article examines factors associated with underutilization of early intervention services, outlines the prevalence of these factors in the population of families with young children, presents statistics on the sociodemographic characteristics of families with children under five, and suggests policies that may facilitate the participation of…

In this book, Ann Browne draws on research findings and good practice to provide practical and guidance about working with young children aged 3-5 years in nursery and reception classes. The author covers all of the key theoretical issues, providing a wealth of classroom examples. Practical suggestions for activities and resources include ways of…

Strategies are presented for recruiting family members from minority groups to be involved in the formation of policies and development of programs that affect their lives and those of their young children with disabilities. Organizational strategies, strategies to empower family members, logistical strategies, and process strategies are…

The first of the National Education Goals calls for every child to be ready to learn when entering kindergarten. Noting that children are more likely to succeed when schools and families are prepared for each other, this book describes the grassroots efforts of The W.K. Kellogg Foundation School Readiness Initiatives to link families, schools, and…

The paper presents core competencies which are appropriate across service delivery models and across disciplines for training personnel in early intervention. Part I provides a historic perspective on practices, child development research, the federal role, children served, family involvement, and the need for early intervention. Part II contains…

The booklet describes the provisions and the significance of two laws which provide technology services or devices for persons with disabilities: Public Law 100-407, the Technology Related Assistance for Individuals with Disabilities Act of 1988; and Public Law 100-360, the Medicare Catastrophic Coverage Act. The first authorizes federal funds to…

The "Everyday Learning" series has been developed to focus attention on the everyday ways in which children can be supported in their growth and development. It is for all those who are involved in children's development and learning, including early childhood professionals in all children's services, parents, grandparents and others with an…

This report discusses the outcomes of a project designed to help young children with special needs and their families prepare for and adjust to new service settings. The Bridging Early Service Transition (BEST) Project has helped administrators, service providers, and families plan and coordinate transitions for young children with disabilities or…

Notes that research has demonstrated the importance of parent-child interactions in developing literacy. Claims that parent literacy programs are effective in the children's literacy development. Proposes that research on the value of extensive interventions can suggest ways to improve parents' interactions with their children during the literacy…

Examined the home literacy experiences of 15 families who participated in a parent program which used a workshop approach to help parents develop skills and understandings needed to create a supportive literacy environment in their home. Analyzed results and outlined activities according to the pattern of use of nonliteracy, literacy, library, and…

Reviews strategies and techniques to enhance prosocial development. Suggests ways for involving whole classrooms, entire school systems, parents, and communities in creating classroom and home climates for prosocial expectations and learner support. Gives specific activities, strategies, guidelines, and resources. (ET)