Most research and practice in the early intervention field has been undertaken from a clinical perspective. In that perspective the child and the family are assessed and treated using professionally defined instruments and categories. Although some recent models have taken the family's perspective into account, a large body of relevant literature from the field of sociology has been overlooked. This article illustrates the relevance of several sociological concepts for the early intervention field and suggests the importance of including such concepts in professional training programs and practice in order to gain a more complete understanding of the families of young children with disabilities.
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