Part H of The Individuals with Disabilities Education Act of 1991 (IDEA), formerly the Education for the Handicapped Act, urges professionals to involve families as true collaborators in the assessment process. The challenge contains implications for child as well as family assessment. In this study, semi-structured interviews were conducted with 102 families of preschool-age children with developmental delays to supplement traditional child assessment data. Four types, or subgroups emerged, reflecting variations in parents' views of the impact of their child on the family's daily routine. These subgroups, in turn, were related to different domains of family adaptation or accommodation. Child impact was not related to developmental test scores, and there was no relationship between total family income or socioeconomic status and accommodation. Utility of the typology for early interventionists is discussed.
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