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| Able-Boone, H., Goodwin, L. D., Dandall, S. R., Gordon, N., & Martin, D. G. (1992). Consumer based early intervention services. Journal of Early Intervention, 16, 201-209. |
| Adelson, E., & Frailberg, S. (1974). Gross motor development in infants blind from birth. Child Development, 45, 114-126. |
| Aitken, K., & Trevarthen, C. (1997). Self/other organization in human psychological development. Development and Psychopathology, 9(4), 653-677. |
| Andersen, E., Dunlea, A., & Kekelis, L. (1984). Blind children's language: Resolving some differences. Journal of Child Language, 11(3), 645-664. |
| Anderson, D., & Olson, M. (1981). Word meaning among congenitally blind children. Journal of Visual Impairment and Blindness, 75, 165-168. |
| Anthony, T.L. (2000). Performing a functional low vision assessment. In M. D'Andrea & C. Farrenkopf (Eds.), Looking to learn: Promoting literacy for students with low vision (pp. 32-73). New York: American Foundation for the Blind. |
| Armenta, F. (1993). The family. In First Steps: A handbook for teaching young children who are visually impaired. (pp. 35-56). Los Angeles: Blind Childrens Center. |
BBailey, D. B. & Simeonsson, R. J. (1988). Home-based early interventions. In S.L. Odom & M.B. Karnes (Eds.), Early intervention for infants and children with handicaps (pp. 199-216). Baltimore: Paul H. Brookes. |
| Bailey, D. B., Jr., McWilliam, R.A., Darkes, L.A., Hebbler, K., Simeonsson, R.J., Spiker, D., & Wagner, M. (1998). Family outcomes in early intervention: A framework for program evaluation and efficacy research. Exceptional Children, 64, 313-328. |
| Bailey, D. B., Simeonsson, R. J., Winton, P.J., Huntington, G.S., Comfort, M., Isbell, P., O'Donnell, K., & Helm, J. (1986). Family-focused intervention: A functional model for planning, implementing, and evaluating individualized family services in early intervention. Journal of the Division for Early Childhood, 10, 156-171. |
| Barnett, D. W., MacMann, G.M., & Carey, K.T. (1992). Early intervention and the assessment of developmental skills: Challenges and directions. Topics in Early Childhood Special Education, 12(1), 21-43. |
| Bernheimer, L. P., & Keogh, B.K. (1995). Weaving interventions into the fabric of everyday life: An approach to family assessment. Topics in Early Childhood Special Education, 15, 415-533. |
| Bernheimer, L. P., Gallimore, R., & Kaufman, S.Z. (1993). Clinical child assessment in a family context: A four-group typology of family experiences with young children with developmental delays. Journal of Early Intervention, 17, 253-269. |
| Bernheimer, L. P., Gallimore, R., & Weisner, T.S. (1990). Ecocultural theory as the context for IFSP development. Journal of Early Intervention, 14, 219-233. |
| Bigelow, A. (1986). The development of reaching in blind children. British Journal of Developmental Psychology, 4, 355-366. |
| Bigelow, A. (1987). Early words of blind children. Journal of Child Language, 14, 47-56. |
| Bigelow, A. (1990). Relationship between the development of language and thought in young blind children. Journal of Visual Impairment and Blindness, 84(8), 414-419. |
| Bigelow, A. (1992). Blind children's ability to predict what another sees. Journal of Visual Impairment and Blindness, 85(4), 181-184. |
| Bigelow, A. (1992). Locomotion and search behavior in blind infants. Infant Behavior and Development, 15, 179-189. |
| Bigelow, A. (1995). The effect of blindness on the early development of the self. In P. Rochat et al. (Eds.), The self in infancy: Theory and research (Vol. 112, pp. 327-347). Amsterdam, Netherlands: North-Holland/Elsevier Science Publishers. |
| Bishop, V. E. (2000). Early childhood. In A. J. Koenig & M. C. Holbrook (Eds.), Foundations of education: Instructional strategies for teaching children and youths with visual impairments (Vol. 2, pp. 225-263). New York: American Foundation for the Blind. |
| Bj÷rck-+kesson, E., & Granlund, M. (1995). Family involvement in assessment and intervention: Perceptions of professionals and parents in Sweden. Exceptional Children, 61, 520-535. |
| Boone, H. A., & Crais, E. (1999). Strategies for achieving family-driven assessment and intervention planning. Young Exceptional Children, 3(1), 2-11. |
| Bradley-Johnson, S. (1994). Assessment of infants and toddlers. In S. Bradley-Johnson (Ed.), Psychoeducational assessment of students who are visually impaired or blind (pp. 67-124). Austin, Texas: Pro-Ed. |
| Brambring, M. & Troster, H. (1994). The assessment of cognitive development in blind infants and preschoolers. Journal of Visual Impairment and Blindness, 88, 9-18. |
| Brambring, M. (1989). Methodological and conceptual issues in the construction of a developmental test for blind infants and preschoolers. In M. Brambring & F. Loesel (Eds.), Children at risk: Assessment, longitudinal research, and intervention (pp. 136-154). Berlin, Germany: Walter De Gruyter. |
| Brambring, M. (1996). Early intervention with blind children: Main findings of the Beilefeld Longitudinal Study. In M. Brambring, H. Rauh, & A. Beelmann (Eds.), Early childhood intervention: Theory, evaluation, and practice. New York: Walter de Gruyter. |
| Briggs, M. (1993). Team talk: Communication skills for early intervention teams. Journal of Childhood Communication Disorders, 15, 33-40. |
| Brinckerhoff, J. L., & Vincent, L. J. (1986). Increasing parental decision-making at the individualized educational program meeting. Journal of the Division for Early Childhood, 11, 46-58. |
| Bruder, M. (2000). Family-centered early intervention: Clarifying our values for the new millennium. Topics in Early Childhood Special Education, 20, 105-115. |
CCalvello, G. (1990). The art of home visiting. In D. Chen, C. T. Friedman, & G. Calvello (Eds.), Parents and visually impaired infants. Louisville, KY: PAVII Project and American Printing House for the Blind. |
| Cass, H. D., Sonksen, P. M., & McConachie, H. R. (1994). Developmental setback in severe visual impairment. Archives of Disease in Childhood, 70, 192-196. |
| Chen, D. (1989). Introduction to PAVII materials. In D. Chen, C.T. Friedman, & G. Calvello (Eds.), Parents and visually impaired infants. Louisville: PAVII Project and American Printing House for the Blind. |
| Chen, D. (1993). Early childhood development. In First steps: A handbook for teaching young children who are visually impaired. Los Angeles: Blind Childrens Center. |
| Chen, D. (1995). Understanding and developing communication. In D. Chen & J. Dote-Kwan (Eds.), Starting points: Instructional practices for young children whose multiple disabilities include visual impairment (pp. 57-72). Los Angeles: Blind Childrens Center. |
| Chen, D. (1996). Parent-infant communication: Early intervention for very young children with visual impairment or hearing loss. Infants and Young Children, 9, 1-12. |
| Chen, D. (1999). Beginning communication with infants. In D. Chen (Ed.), Essential elements of early intervention: Visual impairments and multiple disabilities (pp. 337-377). New York: American Foundation for the Blind. |
| Chen, D. (1999). Early intervention purposes and principles. In D. Chen (Ed.), Essential elements in early intervention: Visual impairments and multiple disabilities. New York: American Foundation for the Blind. |
| Chen, D. (1999). Interactions between infants and caregivers: The context for early intervention. In D. Chen (Ed.), Essential elements in early intervention: Visual impairment and multiple disabilities (pp. 22-48). New York: American Foundation for the Blind. |
| Chen, D. (1999). Meeting the intervention needs of infants. In D. Chen (Ed.), Essential elements of early intervention: Visual impairments and multiple disabilities (pp. 55-104). New York: American Foundation for the Blind. |
| Chen, D. (1999). Understanding hearing loss: Implications for early intervention. In D. Chen (Ed.), Essential elements in early intervention: Visual impairments and multiple disabilities. (pp. 207-245). New York: American Foundation for the Blind. |
| Chen, D., & Chan, S. (1997). Project CRAFT: Culturally responsive and family-focused training. Infants and Young Children, 10, 61-73. |
| Chen, D., & Dote-Kwan, J. (1995). Essential steps for getting started. In D. Chen & J. Dote-Kwan (Eds.), Starting points: Instructional practices for young children whose multiple disabilities include visual impairment (pp. 29-42). Los Angeles: Blind Childrens Center. |
| Chen, D., & Dote-Kwan, J. (1998). Early intervention for young children who have visual impairments with other disabilities and their families: Effective assessment practices. In S.Z. Sacks & R.K. Silberman (Eds.), Educating students who have visual impairments and other disabilities (pp. 309-313). Baltimore: Paul H. Brookes. |
| Chen, D., Friedman, C.T., & Calvello, G. (1990). Parent assessment of needs. In D. Chen, C.T. Friedman, & G. Calvello (Eds.), Parents and visually impaired infants. Louisville: PAVII Project and American Printing House for the Blind. |
| Cohen, R. A., Harrell, L., Macon, C. I., Moedjono, S. J., Orrante, L. S., Pogrund, R. L., & Salcedo, P. S. (1992). Family focus: Working with families of young blind and visually impaired children. In R.L. Pogrund, D.L. Fazzi, & J.S. Lampert (Eds.), Early focus: Working with young blind and visually impaired children and their families (pp. 1-14). New York: American Foundation for the Blind. |
| Corn, A. L., DePriest, L. B., & Erin, J. N. (2000). Visual efficiency. In A. J. Koenig & M. C. Holbrook, (Eds.), Foundations of education: Instructional strategies for teaching children and youths with visual impairments (Vol. 2, pp. 464-499). New York: American Foundation for the Blind. |
DDavidson, P., & Harrison, G. (1997). The effectiveness of early intervention for children with visual impairments. In M. J. Guralnick (Ed.), The effectiveness of early intervention. Baltimore: Paul H. Brookes. |
| Dote-Kwan, J. & Chen, D. (1999). Developing meaningful interventions. In D. Chen (Ed.), Essential elements of early intervention: Visual impairments and multiple disabilities (pp. 287-336). New York: American Foundation for the Blind. |
| Dote-Kwan, J. (1995). Essential steps for getting started. In D. Chen & J. Dote-Kwan (Eds.), Starting points: Instructional practices for young children whose multiple disabilities include visual impairment (pp. 29-42, 139-140). Los Angeles: Blind Childrens Center. |
| Dote-Kwan, J. (1995). Impact of mothers' interactions on the development of their young visually impaired children. Journal of Visual Impairment and Blindness, 89, 47-58. |
| Dote-Kwan, J. (1995). Teaching daily living skills. In D. Chen & J. Dote-Kwan (Eds.), Starting points: Instructional practices for young children whose multiple disabilities include visual impairment (pp. 73-78). Los Angeles: Blind Childrens Center. |
| Dote-Kwan, J., & Hughes, M. (1994). The home environments of young blind children. Journal of Visual Impairment and Blindness, 88, 31-42. |
| Downing, J. & Bailey, B. (1990). Developing vision use within functional daily activities for students with visual and multiple disabilities. RE:view, 21, 209-219. |
| Dunlea, A., & Andersen, E. (1992). The emergence process: Conceptual and linguistic influences on morphological development. First Language, 12, 95-115. |
| Dunst, C. J. (1985). Rethinking early intervention. Analysis and Intervention in Developmental Disabilities, 5, 165-201. |
| Dunst, C. J. (2000). Revisiting "Rethinking early intervention." Topics in Early Childhood Special Education, 20(2), 95-104. |
| Dunst, C. J. (2002). Family-centered practices: Birth through high school. The Journal of Special Education, 36(3), 139-147. |
| Dunst, C. J., Bruder, M. B., Trivette, C. M., Raab, M., & McLeans, M. (2001). Natural learning opportunities for infants, toddlers, and preschoolers. Young Exceptional Children, 4(3), 18-25. |
| Dunst, C. J., Hamby, D., Trivette, C., Raab, M., & Bruder, M. B. (2000). Everyday family and community life and children's naturally occuring learning opportunities. Journal of Early Intervention, 23(2), 151-164. |
| Dunst, C. J., Johanson, C., Trivette, C. M., & Hamby, D. W. (1991). Family-oriented early intervention policies and practices: Family-centered or not? Exceptional Children, 58, 115-126. |
EErin, J. N. (2000). Students with visual impairments and additional disabilities. In A. J. Koenig & M. C. Holbrook (Eds.), Foundations of education: Instructional strategies for teaching children and youths with visual impairments (Vol. 2, pp. 720-752). New York: American Foundation for the Blind. |
| Erin, J. N., Fazzi, D. L., Gordon, R. L., & Isenberg, S.J., (1992). Vision focus: Understanding the medical and functional implications of vision loss in young blind and visually impaired children. In R.L. Pogrund, D.L. Fazzi, & J.S. Lampert (Eds.), Early focus: Working with young blind and visually impaired children and their families (pp. 15-33). New York: American Foundation for the Blind. |
| Erwin, E. J. & Hill, E. W. (1993). Social participation of young children with visual impairments in specialized and integrated environments. Journal of Visual Impairment and Blindness, 87(5), 138-142. |
| Erwin, E. J. (1994). Social competence in young children with visual impairments. Infants and Young Children, 6, 26-33. |
| Erwin, E. J. (1996). Meaningful participation in early childhood general education using natural supports. Journal of Visual Impairment and Blindness, 90, 400-411. |
FFarrenkopf, C., & Davidson, I. (1992). The development of perspective-taking abilities in young blind children. RE:view, 24(1), 7-22. |
| Fazzi, D.L., Kirk, S.A., Pearce, R.S., Pogrund, R.L., & Wolfe, S. (1992). Social focus: Developing socioemotional, play, and self-help skills in young blind and visually impaired children. In R.L. Pogrund, D.L. Fazzi, & J.S. Lampert (Eds.), Early focus: Working with young blind and visually impaired children and their families (pp. 50-69). New York: American Foundation for the Blind. |
| Ferrell, K. A. (1986). Infancy and early childhood. In G.T. Scholl (Ed.), Foundations of education for blind and visually handicapped children and youth: Theory and practice (pp. 119-135). New York: American Foundation for the Blind. |
| Ferrell, K. A. (2000). Growth and development of young children. In A. J. Koenig & M. C. Holbrook (Eds.), Foundations of education: History and theory of teaching children and youths with visual impairments (Vol. I, pp. 111-134). New York: American Foundation for the Blind. |
| Ferrell, K., Trief, E., Deitz, S., Bonner, M. A., Cruz, D., & Stratton, J. M. (1990). The visually impaired infants research consortium: First year results. Journal of Visual Impairment and Blindness, 84(8), 404-410. |
| Fewell, R. R. (1991). Assessment of visual functioning. In B. A. Bracken (Ed.), The psychoeducational assessment of preschool children. Boston: Allyn and Bacon. |
| Finello, K.M., Hanson, N.H., & Kekelis, L.S. (1992). Cognitive focus: Developing cognition, concepts, and language in young blind and visually impaired children. In R. L. Pogrund, D.L. Fazzi, & J.S. Lampert (Eds.), Early focus: Working with young blind and visually impaired children and their families (pp. 34-49). New York: American Foundation for the Blind. |
| Foster, M. A., & Phillips, W. (1992). Family systems theory as a framework for problem solving in pediatric physical therapy. Pediatric Physical Therapy, 4(2), 70-73. |
| Fraiberg, S. (1968). Parallel and divergent patterns in blind and sighted infants. The Psychoanalytic Study of the Child, 23, 264-300. |
| Fraiberg, S., Siegel, B., & Gibson, R. (1966). The role of sound in the search behavior of a blind infant. The Psychoanalytic Study of the Child, 21, 327-357. |
GGood, W. V., Jan, J. E., De Sa, L., Barkovich, A. J., Groenveld, M., & Hoyt, C.S. (1994). Cortical visual impairment in children. Survey of Ophthalmology, 38, 351-364. |
| Gowen, J. W., Christy, D. S., & Sparling, J. (1993). Informational needs of parents of young children with special needs. Journal of Early Intervention, 17, 194-210. |
| Griffin-Shirley, N., Trusty, S., & Rickard, R. (2000). Orientation and mobility. In A. J. Koenig & M. C. Holbrook (Eds.), Foundations of education: Instructional strategies for teaching children and youths with visual impairments (Vol. 2, pp. 529-568). New York: American Foundation for the Blind. |
| Grisham-Brown, J., & Haynes, D.G. (1999). Reach for the stars: A transition process for families of young children. Louisville, KY: American Printing House for the Blind. |
| Guralnick, M. J. (1997). Second-generation research in the field of early intervention. In M. J. Guralnick, (Ed.), The effectiveness of early intervention (pp. 3-20). Baltimore: Paul H. Brookes. |
HHarrell, L. & Akeson, N. (1987). Visual assessment and stimulation. In L. Harrell & N. Akeson (Eds.), Preschool vision stimulation: It's more than a flashlight! New York: American Foundation for the Blind. |
| Hatton, D., & Model Registry of Early Childhood Visual Impairment Collaborative Group. (2001). Model registry of early childhood visual impairment: First year results. Journal of Visual Impairment and Blindness, 95(7), 418-433. |
| Hatton, D., Bailey, D. B., Burchinal, M. R., & Ferrell, K. A. (1997). Developmental growth curves of preschool children with vision impairments. Child Development, 68(5), 788-806. |
| Heinze, T. (2000). Comprehensive assessment. In A. J. Koenig & M. C. Holbrook, (Eds.), Foundations of education: Instructional strategies for teaching children and youths with visual impairments (Vol. 2, pp. 27-60). New York: American Foundation for the Blind. |
| Hughes, M., Dote-Kwan, J., & Dolendo, J. (1998). A closer look at the cognitive play of preschoolers with visual impairments in the home. Exceptional Children, 64, 451-462. |
IInstitute for Family-Centered Care. (1998). What the research shows about the efficacy of family-centered early intervention. In Advances in family-centered care (pp. 7-9). Bethesda, MD: Institute for Family-Centered Care. |
JJan, J. E. & Freeman R.D. (1998). Who is a visually impaired child? Developmental Medicine & Child Neurology, 40, 65-67. |
| Jan, J. E. & O'Donnell, M.E. (1996). Use of melatonin in the treatment of pediatric sleep disorders. Journal of Pineal Research, 21, 193-199. |
| Jan, J. E. (1991). Head movements of visually impaired children. Developmental Medicine & Child Neurology, 33, 645-647. |
| Jan, J. E., & Robinson, G. C. (1989). A multidisciplinary program for visually impaired children and youths. International Ophthalmology Clinics, 29, 33-36. |
| Jan, J. E., Carruthers, J.D., & Tillson, G. (1992). Neurodevelopmental criteria in the classification of congenital motor nystagmus. Canadian Journal of Neurological Sciences, 19, 76-79. |
| Jan, J. E., Farrell, K., Wong, P.K., & McCormick A.Q. (1986). Eye and head movements of visually impaired children. Developmental Medicine & Child Neurology, 28, 285-293. |
| Jan, J. E., Freeman, R.D., & Fast, D.K. (1999). Melatonin treatment of sleep-wake cycle disorders in children and adolescents. Developmental Medicine & Child Neurology, 41, 491-500. |
| Jan, J. E., Freeman, R.D., McCormick, A.Q., Scott, E.P., Robertson, W.D., & Newman, D.E. (1983). Eye-pressing by visually impaired children. Developmental Medicine & Child Neurology, 25, 755-762. |
| Jan, J. E., Good, W.V., Freeman, R.D., & Espezel, H. (1994). Eye-poking. Developmental Medicine & Child Neurology, 36, 321-325. |
| Jan, J. E., Groenveld, M., & Anderson, D.P. (1993). Photophobia and cortical visual impairment. Developmental Medicine & Child Neurology, 35, 473-477. |
| Jan, J. E., Groenveld, M., & Sykanda, A.M. (1990a). Light-gazing by visually impaired children. Developmental Medicine & Child Neurology, 32, 755-759. |
| Jan, J. E., Groenveld, M., Sykanda, A. M., & Hoyt, C.S. (1987). Behavioural characteristics of children with permanent cortical visual impairment. Developmental Medicine & Child Neurology, 29, 571-576. |
| Jan, J. E., Robinson, G. C., Kinnis, C., & MacLeod, P.J. (1977). Blindness due to optic-nerve atrophy and hypoplasia in children: An epidemiological study. Developmental Medicine & Child Neurology, 19, 353-363. |
| Jan, J. E., Robinson, G. C., Scott, E., & Kinnis, C. (1975). Hypotonia in the blind child. Developmental Medicine and Child Neurology, 17, 35-40. |
| Jan, J. E., Sykanda, A., & Groenveld, M. (1990). Habilitation and rehabilitation of visually impaired and blind children. Pediatrician, 17, 202-207. |
KKalyanpur, M., & Harry, B. (1999). Legal and epistemological underpinnings of the construction of disability. In Culture in special education: Building reciprocal family-professional relationships (pp.15-45). Baltimore: Paul H. Brookes. |
| Kalyanpur, M., & Harry, B. (1999). The posture of cultural reciprocity. In Culture in special education: Building reciprocal family-professional relationships (pp. 113-131). Baltimore: Paul H. Brookes. |
| Kekelis, L. (1992). A field study of a blind preschooler. In S. L. Sacks, L. Kekelis, & R. Gaylord-Ross (Eds.), The development of social skills by blind and visually impaired students. New York: American Foundation for the Blind. |
| Kekelis, L. (1996). Blind and sighted children with their mothers: The development of discourse skills. Journal of Visual Impairment and Blindness, 90(5), 423-436. |
| Kekelis, L., & Andersen, E. (1984). Family communication styles and language development. Journal of Visual Impairment and Blindness, 78(2), 54-65. |
| Kekelis, L., & Sacks, S. (1992). The effects of visual impairment on children's social interactions in regular education programs. In S. Sacks, L. Kekelis, & R. Gaylord-Ross (Eds.), The development of social skills by blind and visually impaired students. New York: American Foundation for the Blind. |
| Koenig, A. J. & Farrenkopf, C. (1997). Essential experiences to undergird the early development of literacy. Journal of Visual Impairment and Blindness, 91(1), 14-24. |
| Koenig, A. J. & Holbrook, M. C. (2000). Literacy Skills. In A. J. Koenig & M. C. Holbrook (Eds.), Foundations of education: Instructional strategies for teaching children and youths with visual impairments (Vol. 2, pp. 265-329). New York: American Foundation for the Blind. |
| Koenig, A. J., Holbrook, M. C., Corn, A.L., DePriest, L.B., Erin, J.N., & Presley, I. (2000). Specialized assessments for students with visual impairments. In A. J. Koenig & M. C. Holbrook (Eds.), Foundations of education: Instructional strategies for teaching children and youths with visual impairments (Vol. 2, pp. 103-172). New York: American Foundation for the Blind. |
LLayton, C. A. (2000). Ongoing assessments: Informal techniques. In A. J. Koenig & M. C. Holbrook (Eds.), Foundations of education: Instructional strategies for teaching children and youths with visual impairments (Vol. 2, p. 61-102). New York: American Foundation for the Blind. |
| Leclerc, C., Saint-Amour, D., Lavoie, M.E., Lassond, M., & Lepore, F. (2000). Brain functional reorganization in early blind humans revealed by auditory event-related potentials. NeuroReport, 11, 545-550. |
| Lewis, S., & Russo, R. (1998). Educational assessment for students who have visual impairments and other disabilities. In S. Sacks & R. Silberman (Eds.), Education of students who have visual impairments and other disabilities (pp. 39-71). Baltimore: Paul H. Brookes. |
| Lueck, A. H. (1999). Setting curricular priorities for students with visual impairments. Re:view, 31(2), 54-66. |
MMacCuspie, P. (1992). The social acceptance and interaction of visually impaired children in integrated settings. In S. Sacks, L. Kekelis, & R. Gaylord-Ross (Eds.), The development of social skills by blind and visually impaired students. New York: American Foundation for the Blind. |
| MacFarland, S.Z.C. (1995). Teaching strategies of the van Dijk curricular approach. Journal of Visual Impairment and Blindness, 89(3), 222-228. |
| McBride, S. L., & Brotherson, M. J. (1997). Guiding practitioners toward valuing and implementing family-centered practices. In P.J. Winton, J.A. McCollum, & C. Catlett (Eds.), Reforming personnel preparation in early intervention: Issues, models, and practical strategies (pp. 253-276). Baltimore: Paul H. Brookes. |
| McBride, S. L., Brotherson, M. J., Joanning, H., Whiddon, D., & Demmitt, A. (1993). Implementation of family-centered service: Perception of families and professionals. Journal of Early Intervention, 17, 414-430. |
| McConachie, H., & Moore, V. (1994). Early expressive language of severely visually impaired children. Developmental Medicine and Child Neurology, 36, 230-240. |
| McKnight, J. (1995). The careless society: Community and its counterfeits. New York: Basic Books. |
| McNaughton, D. (1994). Measuring parent satisfaction with early childhood intervention programs: Current practice, problems, and future perspectives. Topics in Early Childhood Special Education, 14, 26-48. |
| McWilliam, P. J. (1993). The team meeting. In P.J. McWilliam & D. Bailey (Eds.), Working together with children and families (pp. 219-224). Baltimore: Paul H. Brookes. |
| McWilliam, R. A. (1992). Family-centered intervention planning: A routines-based approach. Tucson, AZ: Communication Skill Builders. |
| McWilliam, R. A. (2000). It's only natural to have early intervention in the environments where it's needed. In S. Sandall & M. Ostrosky (Eds.), Young exceptional children monograph series no. 2: Natural environments and inclusion (pp. 17-26). Denver, CO: The Division for Early Childhood of the Council for Exceptional Children. |
| McWilliam, R. A. (2001). Scale of early intervention goal functionality. Frank Porter Graham Child Development Center, University of North Carolina, Chapel Hill, NC. |
| McWilliam, R. A., & Scott, S. (2001). A support approach to early intervention: A three-part framework. Infants & Young Children, 13(4), 55-66. |
| McWilliam, R. A., Ferguson, A., Harbin, G. L., Porter, P., Munn, D., & Vandivere, P. (1998). The family-centeredness of individualized family service plans. Topics in Early Childhood Special Education, 18(2), 69-82. |
| McWilliam, R. A., Lang, L., Vandiviere, P., Angell, R., Collins, L., & Underdown, G. (1995). Satisfaction and struggles: Family perceptions of early intervention services. Journal of Early Intervention, 19, 43-60. |
| McWilliam, R. A., McMillen, B., Sloper, K., & McMillen, J. S. (1997). Early education and child care program philosophy about families. In C. J. Dunst & M. Wolery (Eds.), Family policy and practice in early child care (pp. 61-104). Greenwich, CT: JAI Press. |
| McWilliam, R. A., Snyder, P., Harbin, G. L., Porter, P., & Munn, D. (2000). Professionals+ and families+ perceptions of family-centered practices in infant-toddler services. Early Education and Development, 11 (Special Issue: Families and Exceptionality), 519-538. |
| McWilliam, R. A., Tocci, L., & Harbin, G. L. (1998). Family-centered services: Service providers' discourse and behavior. Topics in Early Childhood Special Education, 18, 206-221. |
| Miller, D.D. (1985). Reading comes naturally: A mother and her blind child's experiences. Journal of Visual Impairment and Blindness, 79, 1-4. |
| Mills, A. (1988). Visual handicap. In D. Bishop & K. Mogford (Eds.), Language development in exceptional circumstances. New York: Churchill Livingstone. |
| Miner, C.A., & Bates, P.E. (1999). Person-centered transition planning. Teaching Exceptional Children, 30, 66-69. |
| Minter, M., Hobson, R., & Bishop, M. (1998). Congenital visual impairment and 'theory of mind'. British Journal of Developmental Psychology, 16(2), 183-196. |
| Moore, V., & McConachie, H. (1994). Communication between blind and severely visually impaired children and their parents. British Journal of Developmental Psychology, 12, 491-502. |
| Moore, V., & McConachie, H. (1995). How parents can help young visually impaired children to communicate. Health Visitor, 68, 105-107. |
| Mulford, R. (1988). First words of the blind. In M. Smith & J. L. Locke (Eds.), The emergent lexicon: The child's development of a linguistic vocabulary (pp. 293-338). New York: Academic Press. |
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