Is It Always Appropriate to Be Developmental? Convergent Models for Early Intervention Practice

Abstract

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.

Department

Education

Publication Date

Winter 1992

Journal Title

Topic in Early Childhood Special Education

Publisher

Sage Publications

Digital Object Identifier (DOI)

10.1177/027112149201100403

Document Type

Article

Rights

© PRO-ED Inc.

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