A Review
Part A Working with the families of children with disabilities can be delicate for many reasons, not the least of which is that they may not be able to fully participate in ways which are meaningful (Dunst, 2002, 143). Knowing how to participate can also be difficult due to its changeable nature; in preschool families may be able to participate fully in the education of their child via the provision of special schools which allow for parental interaction during class (Dunst, 2002, 144), or by creating family-specific areas where they can ‘learn-by-doing’ when it comes to their children, perhaps ...