This article describes the results of a study of Hispanic parents' satisfaction with and participation in their child's special education program and compares their responses to those of Black and Anglo families from earlier investigations. Sixty-three parents of children receiving special education services were interviewed in Spanish in their homes by trained interviewers who were also parents of handicapped students. Results of the study indicated that Hispanic parents were generally very satisfied with their child's special education program but often unaware of the services that were being provided. They were aware of the assessment and Individualized Education Plan (IEP) processes but tended not to be active participants in either, though nearly half had visited their child's classroom to observe instruction. Work schedules, “nothing,” lack of bilingual communication, and general communication problems were identified as the major barriers which caused them to be less active. To examine whether differences existed on five key variables, between Hispanic, Black, and Anglo families, data from two earlier studies were pooled, collapsed, and analyzed using chi squares. Significant differences were found on all key variables across ethnic groups.

The cultural histories, values, and beliefs of families who are among the growing and diverse, non-white, non-Anglo population must be recognized and valued by early intervention specialists who provide family services. This article describes these concerns and suggests strategies for gathering information from these families.

Two parallel studies examined schools' and families' perceptions of the needs of children with chronic illnesses. Samples of 80 California school districts and 72 families were interviewed regarding types of chronic illnesses and school services, perceptions of and barriers to services, strategies for overcoming barriers, and fears and concerns of children with chronic illnesses. Most students were served in regular classes or at home. The most common barriers named by districts were funding and lack of public and staff awareness. Barriers named by families included teachers' misunderstanding of the child's needs and misinformation about the illness. Families focused on social-emotional issues and the impact of illness on their child's life; districts emphasized school absences and falling behind in schoolwork.

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Families are as diverse as the individuals within them. This article explores the many facets of the contemporary family in the United States, including how families are defined and the variation among families on dimensions such as structure, size, and ethnic and linguistic characteristics. Further, the impact of sociohistorical factors, such as poverty, are discussed in terms of their influence on family functioning and life-style. The implications of models of child development also are examined and policy recommendations are considered in light of these diverse family characteristics and family needs.