ABSTRACT
The importance of the perspective of parents of handicapped children and their participation in program planning and implementation continues to be recognized.2 In 1980, Montgomery3 supported and defined the role of parents as members of the interdisciplinary assessment and training teams. Suggested parental roles included supplying input on communica tion needs in the home and community, commenting upon practical appli cations of the proposed system, supporting training team activities, using the system in the home when appropriate, and suggesting improvements for functional use of the communication system. Shane and Bashir4 also acknowledged the importance of parents and other family members in the successful use of augmentative communication systems.
