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Early Intervention Studies for Young Children with Special Needs

  • Book
  • © 1991

Overview

Editors:
  1. David M. Mitchell

    1. Education Department, University of Waikato, Hamilton, New Zealand

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  2. Roy I. Brown

    1. Rehabilitation Studies Programme, University of Calgary, Calgary, Canada

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Part of the book series: Rehabilitation education (RE)

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Table of contents (12 chapters)

  1. Front Matter

    Pages i-xvi
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  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
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Keywords

About this book

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.

Editors and Affiliations

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

    David M. Mitchell

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

    Roy I. Brown

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