ABSTRACT
In recent years practitioners in early intervention have been challenged with enormous changes in the theoretical and practical, legislative and societal demands placed upon them which provide the framework for their practice. It is a testimony to the commitment of the professionals choosing to work in this field that we have come so far in our efforts to provide comprehensive, caring and respectful support for the families with a child who has special needs. However, as suggested by Shonkoff and Meisels (1990), although the field is a model of remarkable accomplishment, it is also one of unfulfilled opportunity. Much remains to be done and the professionals are faced with many challenges.
