This paper discusses issues related to concepts of preferences and choice-making among persons with severe disabilities. Included are suggestions for acknowledging preferences, teaching choice as a decision-making process, and the broader implications of choice-making among persons with severe handicaps as an expression of personal autonomy and dignity. Directions for future research are discussed.
Early childhood intervention specialists need information on practices and procedures that are both helpful and positively perceived by both families and practitioners. This study used nine consumer focus groups to determine preferences for practices. The researchers share principles for early intervention services, preferences for identification of family strengths and needs, and the outcomes that are most desired from program services. These findings suggest a need to rethink how we deliver services and interact with family members.
This paper discusses issues related to concepts of preferences and choice making among persons with severe disabilities. Included are suggestions for acknowledging preferences, teaching choice as a decision-making process, and the broader implications of choice making among persons with severe handicaps as an expression of personal autonomy and dignity. Directions for future research are discussed.
Although vision plays a major role in early childhood learning, many preschool children with handicaps do not receive adequate vision care. This article provides information about the number and diversity of preschool children with handicaps requiring vision services, and describes a vision care system designed to insure that these preschool children receive optimal vision care.
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