ABSTRACT
Early childhood education has a history of being committed to parent involvement and family support. Thus it should not be surprising that parent education and involvement are also integral to services for young children with disabilities. Unfortunately, this family-focused approach has been relatively slow to develop in the field of early intervention/early childhood special education. Historically, the focus in programmes serving young children with disabilities has been on the child and his or her areas of deficit. Even programmes serving children at risk due to poverty have tended to focus more on enrichment for the child versus services for the family.
