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Early Intervention Studies for Young Children with Special Needs pp 259–279Cite as

Education and Training of Early Intervention Programme Personnel

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Part of the book series: Rehabilitation Education ((RE))

Abstract

The past two decades have been a period of rapid growth in early intervention programmes for disabled and at-risk infants and young children and their families. One of the primary factors which seems to be driving this growth is the concept of continuity between early experience and later development. This relationship, although questioned by some, is the foundation upon which most early intervention and prevention programmes are predicated. Also, due to advances in medical science, greater numbers of at-risk infants are now surviving, resulting in the subsequent need for programmes designed to maximize the developmental potential of these infants. Other factors, such as a shift from institutional to community-based care and changing legislative mandates for disabled and at-risk infants and young children, are also contributing to the growth of early intervention programmes. The early intervention field is evolving and will continue to evolve as new situations, such as children with AIDS, present themselves.

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Authors
  1. Roy V. Ferguson
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  2. Dana Brynelsen
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Editor information

Editors and Affiliations

  1. Education Department, University of Waikato, Private Bag, Hamilton, New Zealand

    David M. Mitchell

  2. Rehabilitation Studies Programme, University of Calgary, 2500 University Drive N. W., T2N 1N4, Calgary, Alberta, Canada

    Roy I. Brown

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© 1991 David Mitchell and Roy I. Brown

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Ferguson, R.V., Brynelsen, D. (1991). Education and Training of Early Intervention Programme Personnel. In: Mitchell, D.M., Brown, R.I. (eds) Early Intervention Studies for Young Children with Special Needs. Rehabilitation Education. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-3292-1_10

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  • DOI: https://doi.org/10.1007/978-1-4899-3292-1_10

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-0-412-31530-5

  • Online ISBN: 978-1-4899-3292-1

  • eBook Packages: Springer Book Archive

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