New Directions in the Assessment of Young Handicapped Children

  • Rebecca R. Fewell


Recent advances in our knowledge about infant competency and the learning capabilities of children (particularly those who are handicapped) have pointed to new directions in the assessment of young handicapped children. The ensuing demand for educational, medical, and social services for these children necessitates appropriate procedures on which to base support and measure progress. This demand arises from the conviction of service personnel and parents that intervention, begun as early as possible, can effect significant changes in the developmental course of a young child. While there is ample evidence to support early intervention with young handicapped children, researchers (Swan, 1981; Strain, 1981; Moore, Fredericks and Baldwin, 1981) can also provide sufficient documentation to indicate that the most effective intervention is not focused exclusively on the child, but is broadened to include other persons and events in the infant’s environment. Horowitz (1981) stated the dilemma well in a recent conference on infants at risk: “An evaluation of only the infant or only the environment will never net us an understanding of human development,... an accurate model of development must include variables associated with the organism as well as variables associated with the environment, and it should depict developmental outcome as resulting from interactions within and across these domains (p. 32).”


Handicapped Child Deaf Child Peabody Picture Vocabulary Symbolic Play Object Permanence 
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Copyright information

© Springer Science+Business Media New York 1983

Authors and Affiliations

  • Rebecca R. Fewell
    • 1
  1. 1.University of WashingtonSeattleUSA

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