Current theoretical and practical conceptualizations in the field of early childhood special education are limited in their attention to the sociocultural context in which development occurs. This article argues for a paradigmatic shift away from the individualistic models of development and learning to a social constructivist model that stems from views of learning and development first articulated by Vygotsky and since expanded upon by Rogoff and others. Such a shift is supportive of the current press for more inclusive classroom practices through an emphasis on the sociocultural context, the role of social activity—including instruction—in learning, and the contributions of learners to their own development. Principles for inclusive early childhood practice are explicated based on the concepts of classrooms as communities, learning as socially mediated, curriculum as contextually relevant and problem based, and assessment as authentic and personally meaningful.

The post-release experiences of 68 children with men tal retardation were investigated to determine the resi dential and educational consequences of deinstitution alization. Research questions focused on the type and stability of community placements, the degree of restrictiveness of such placements, and the types of services received during community placement. The findings were interpreted in light of historical factors occurring during the period of community placement (1970 to 1985), with emphasis on the relationship between the experiences of discharged children and the enactment of federal and state special education laws in 1978 and the issuance of a federal district court order in 1981. A relationship was noted between policy development and improved experiences of deinstitutionalized children, particularly those with severe and profound levels of retardation.

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This article examines the theory, research, and social policy relating to family and individual life-cycle transitions for people with disabilities in the United States. The article describes the degree to which transitions are sensitive to policy design and the broad social and cultural context of transitions. Examples from the Individuals with Disabilities Education Act and the Developmental Disabilities Assistance and Bill of Rights Act illustrate both promising and inadequate policy responses to life-cycle transitions. A series of questions is intended to guide future enactment and analyses of social policies that affect life-cycle transitions.

Three theoretical models of early intervention practice are discussed in order to identify the common values that characterize each of them. Although the developmental, functional, and biological models were each developed by different sets of practitioners and for different purposes and populations of children, it is possible to infer convergent principles that can guide professional practice. Previous assumptions that these models are discrete are questioned, and two examples of convergent paradigms are analyzed in light of the common values identified here.

The use of categorical diagnostic labels prescribed in P.L. 94-142 with children below school age is examined in this article. National practices relative to categorical labeling are reviewed, and questions are posed concerning the consequences of categorical labeling for children from 3 to 6 years old. Data from the state of New Hampshire concerning the frequency of usage for specific categorical labels are presented and are found to be consistent with national trends. Data are presented on the number of children who transition from noncategorical early intervention programs serving children birth to 3 years into categorical preschool programs for children 3 through 5 years. Almost one-third of all children served in early intervention are found not to be eligible for preschool services because of the requirement for a categorical label. The roles of demographic factors related to place of residence, age, and local school policies in deciding who is eligible for services and what diagnostic category is assigned, were considered. Finally, the consequences of categorical labeling for children, parents, and programs are discussed.

The historical shift in focus in special education from individual treatment to family support has led to the need for an ecocultural perspective in the delivery of services to families living in rural communities. This need is met by understanding the developmental niche of such families and by distinguishing the particular characteristics of rural communities from urban societies. Characteristics addressed here include the role of the individual and the community in supporting development and responding to the phenomenon of disability; the social and economic circumstances present in rural communities; and the rural constructions of gender, work, and schooling. Using examples drawn from farm families, structural and economic factors are explored to better understand how to support rural families with a disabled child. Implications for rural special education policy and practice are suggested including the need to understand the diversity of rural communities, the importance of relationship-based services, and the value of an ecocultural perspective in the conceptualization of support services.