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Child-related stress in families of handicapped children

Paula Beckman-Bell, Ph.D. Assistant Professor Department of Special Education University of Maryland College Park, Maryland PERHAPS BECAUSE it is so central to our culture, the birth of a child and the subsequent incorporation of the child into a family is a process which has been of interest to investigators in a variety of fields for decades. In special education, particularly in the area of early childhood, at least three converging trends have sparked a growing interest in issues impacting the parents and families of handicapped children. First, recent policy changes concerned with the education of handicapped children (PL 94-142) establish the rights of parents with regard to the decisions made about their child's education. Second, the recent movement toward normalization discourages the placement of children in institutions and encourages, insofar as it is possible, the rearing of handicapped children in the home. Third, there is a burgeoning literature suggesting that parent involvement may be an important factor in the maintenance of gains acquired in early intervention programs (Bronfenbrenner, 1974).