ABSTRACT
This chapter discusses the implications of research literature for professional practice, it is important to be aware of the real situation with which families of young mentally handicapped children are faced. It explores the number of suggestions for the practice of intervention drawing on the conceptual framework for intervention developed and on the research literature reviewed. The conceptual framework which has been put forward for intervention with families of young mentally handicapped children poses something of a dilemma in its implementation. Long-term interventions with families provide an opportunity to observe the process of development, and to generate and test longitudinally hypotheses about the factors in an individual child's social environment which influence development. The chapter also discusses teaching-oriented intervention which focuses on mothers and fathers. However, other members of the family may be involved in playing with and caring for the child. Many intervention programmes with preschool, handicapped children choose teaching tasks for children according to developmental progress charts.
