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Parents of children with disabilities are frequently asked to tell all or part of their family's life story. These stories are potentially powerful ways to develop empathic relationships among parents and professionals. This document discusses ways parents can prepare and present their stories so that key themes are emphasized and the information shared is used as a prompt to make improvements within a program or system. Some of the key issues discussed include: (1) what's the purpose of telling your story?; (2) who is your audience?; (3) how should your story be organized?; (4) how can you find and use your voice?; (5) how to work with props or audio-visuals; (6) how to deal with personal emotions when telling your story; and (7) how to get feedback after your presentation. Resources on telling your story, public speaking, and stories that have been told are included. (SG)

Input from a variety of viewpoints is essential in complex policy discussions. Families serving on local interagency coordinating councils (LICCs) and state interagency coordinating councils (SICCs) should reflect the diversity of families served within the early intervention or preschool service system with respect to income level, ethnicity, gender, age and diagnosis of child. There are a variety of ways in which parents can get involved, from volunteering, to receiving reimbursement for their work, to being hired as part or full time consultants. More and more states are developing realistic reimbursement policies and simple procedures for requesting cost reimbursement in order to help create a level playing field for all families. A number of state programs are also hiring parents as liaisons or consultants to help weave the family perspective into the work of the agency. This involves specific challenges such as training and support for the parent/consultant, ensuring job security, and helping parents adapt to their new roles. There are a growing number of parents with experience in all of these roles to seek out for advice and support. This article reflects discussions about these issues at ICC parent meetings and conference calls coordinated by NECTAS (National Early Childhood Technical Assistance System) in 1995 and 1996. (SG)

Reauthorization of P.L. 99-457, which became the Individuals with Disabilities Act Amendments of 1991, mandated the establishment of the Federal Interagency Coordinating Council (FICC) in order to help mobilize all available resources to assure appropriate services for the nation's infants and young children with disabilities and their families. This issue of the "Early Childhood Bulletin" describes the work of parents on the FICC. Each parent on the FICC has a work plan to reach out to State ICCs (SICCs), state ICC parents, and other parent leaders in the states assigned to them. In addition to introducing these parents, this issue describes the history and mission of the FICC and reports on the work done by FICC parents in a meeting with state ICC parents held in Washington, D.C. in November 1996. The paper describes two major concerns discussed by the group as a whole, including: (1) issues of confidentiality; and (2) issues of support for parents serving on state and local councils. Also included are an FICC overview (Connie Garner), a short biographical sketch of Judith E. Heumann, Assistant Secretary of the Office of Special Education and Rehabilitative Services, and comments by Congressman Major Owens on the importance of Parent Training and Information Centers. (SG)

This issue of the "Early Childhood Bulletin" features extended excerpts of keynote speeches delivered by two parents of children with disabilities at the Partnerships for Progress meeting held in Washington, DC, in July of 1995. Florence Poyadue and Glenn Gabbard both delivered powerful keynote speeches at the Partnership meeting in 1989 and both returned in 1995 to reflect on the changes they had observed some 6 years later. Both parents, from very different perspectives, exemplify the challenges parents face as partners in the process of improving services for families and children with disabilities. The idea of "leadership from the middle" is discussed in the introduction of the article, and short biographical sketches of both speakers are included. Contact information and brief descriptions of four organizations serving parents of children with disabilities is given, and an annotated bibliography of five recommended books on leadership and change is included. (SG)

This special double issue of the "Early Childhood Bulletin" explores issues for parents who are members of Interagency Coordinating Councils (ICCs) for their states' early intervention programs. The first article discusses issues parents may want to consider before they assume new roles in their ICC and in related activities. It also highlights the results of a 1993 survey which shows that opportunities for parent participation at program and policy levels are increasing significantly. The second article discusses ways in which parents can foster parent/professional collaboration by participating in preservice and inservice training opportunities for professionals. References and a list of resources for assistance in developing a curriculum for training are included. (SG)

Since Part H Interagency Coordination Councils (ICCs) were established in 1986, parents have been discussing what the primary role of the parent member is and should be, such as providing a parent and family perspective to the work of the ICC or representing family consumers throughout their state and, as such, a wide range of needs and opinions. By their presence in ICC meetings and on subcommittees, parent members can infuse a family perspective into all conversations or, in a more active role, they can infuse this perspective into program policy and even into the processes of the ICC itself, assuring that the Council supports the participation of its parent members in all its practices. This "Early Childhood Bulletin" explores ways that parent ICC members can enhance and expand their capacity to reflect a broad diversity of family perspectives. Strategies and reasons for gathering information are summarized, and information on the use of focus groups and surveys is presented. Also included are lists of references and information resources. (SG)

This issue of the "Early Childhood Bulletin" describes some of the ways in which parents are learning to speak out on behalf of young children and their families being served through the Individuals with Disabilities Education Act (IDEA) Part H early intervention programs. The document consists of four sections in which parents share their perspectives and concerns. These include: (1) "A Call for Communication" (Christel Dawkins); (2) "Supporting Parent Participation at a Parent Organization" (Cassie Johnston); (3) "Supporting Local Parent Networks" (Mona Freedman); and (4) "Dreams and Visions First" (Judie Walker). Information about each parent's background, organizational affiliation, and role is included. (SG)

This issue of the "Early Childhood Bulletin" consists of excerpts from a speech given by Dr. Robert Davila, Assistant Secretary for the U.S. Office of Special Education and Rehabilitative Services, during an Interagency Coordinating Council (ICC) Parents Meeting, September 1991, in Arlington, Virginia. In his speech, Dr. Davila calls for a revolution in special education to ensure that children with disabilities receive quality services and a genuine opportunity to participate in their communities and in the global arena. He also discusses the importance of parent empowerment and parent participation at the local level. Section two includes responses to Dr. Davila's speech from three ICC parents, including: Christel Dawkins from Louisiana, Gayle L. Underdown from North Carolina, and Kim Brame from California. Also included are excerpts from the Division for Early Childhood (DEC) position statement on goal one of America 2000, that all children will start school ready to learn. (SG)

This issue of the "Early Childhood Bulletin" consists of excerpts from recommendations prepared by the Education Task Force of the Consortium for Citizens with Disabilities (CCD), which were presented to the Senate and the House of Representatives as part of the reauthorization of Part H of the Individuals with Disabilities Act (IDEA). The CCD is a working coalition comprised of more than 65 national consumer, advocacy, provider, and professional organizations that advocate on behalf of more than 43 million Americans with disabilities. Items that are of particular relevance to families of children with disabilities and to parents serving on Interagency Coordinating Councils (ICCs) include: (1) procedural safeguards; (2) use of assistive technology; (3) case management issues; (4) minority and cultural issues; (5) the family as locus of control of services; (6) parent training and support; (7) ICC composition; and (8) schedule of sliding fees. (SG)

This issue of the "Early Childhood Bulletin" highlights some of the major concerns raised by parents during the second national meeting of parent members of state Interagency Coordinating Councils (ICCs) for early intervention, which was held in conjunction with the Partnerships for Progress Conference IV in Crystal City, Arlington, VA, in July 1990. The most pressing concerns parents raised were in the areas of family support, funding for PL 99-457, networking, legislative issues, and parent/professional collaboration. Each of these concerns is described and the recommendations that were generated during the conference are then presented. Parents' reaffirmation of family-centered community-based programs was a central, recurrent theme throughout the conference. Parents presented their vision of being equal partners with the other planners of PL 99-457 and of receiving support for themselves and their families where they live, where they work, and where they play. (SG)

The Individuals with Disabilities Education Act (IDEA) requires that each state participating in the federal early intervention program establish a state interagency coordinating council (ICC) to assist and advise the state lead agencies in achieving a coordinated service delivery system. When IDEA was reauthorized in 1991, by the passage of P.L. 102-119, it mandated that at least 20 percent of the members of each ICC be parents of children with disabilities. This documents reviews and answers the questions most frequently asked by new parent ICC members. It is intended to be an introduction for parent members as they become familiar with the workings of the ICC. Questions answered include: (1) What is the Interagency Coordinating Council and how does it relate to young children in my state? (2) What can I read to help me understand the law? (3) Who else serves on the ICC? (4) Should I contact past parent members? (5) Are there local ICCs, what is their role, and how do we communicate with their members? (6) What information should I get about my ICC? (7) What is my role on the ICC? (8) What is NECTAS and how can it help me as an ICC member? A list of introductory resources is included. (SG)

This issue of the "Early Childhood Bulletin" identifies and discusses issues of concern regarding financial support for parent members of Interagency Coordinating Councils (ICCs). Information gathered via letters, conversations, and interviews with parent ICC members from around the country is summarized. The article consists of six sections: (1) How Much Reimbursement Is Enough?; (2) Should Parents Be Compensated for Their Time?; (3) Parent Support Policies Must Encourage Diversity; (4) Beyond Reimbursements & Stipends; (5) What Are States Doing To Support Local ICC Parents? and (6) For the Future. A directory of ICC parent steering committee members is included. (SG)

This issue of the "Early Childhood Bulletin" summarizes the main issues discussed during the first National Meeting of Parent Members of state Interagency Coordination Councils (ICCs), held in Washington, D.C., in June 1989. Some of these issues include: (1) processes for influencing state policies; (2) tips for helping families in rural areas access services; and (3) suggestions about how to promote cultural sensitivity in serving families. Five priorities for strengthening the ICC Parent Member network are listed, and the issue of reimbursement and compensation for parent ICC members is discussed. Also includes contact information for ICC Parent Steering Committee members. (SG)