Normalization as a principle underlying services for children with handicaps often is equated with mainstreaming. As originally construed, however, normalization is a much broader construct. This article describes three dimensions of normalization that extend beyond mainstreaming in the context of early intervention: (a) the physical environment, (b) teaching and therapeutic strategies, and (c) family-focused services. Examples of normalized practices within each dimension are described, and issues related to normalization are discussed.
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