The remarkable advances in genetics and neuroscience seem to be reported on a daily basis to the general public. To both the layperson and the professional, the integration of knowledge with important clinical implications for child development, in general, and early intervention, in particular, seem now to be within our reach. No longer do we just point to the promise of interdisciplinary science and interdisciplinary practice to move our field ahead; translational research is fast becoming a reality. In this issue, Infants & Young Children (IYC) presents a detailed discussion of the state of interdisciplinary knowledge regarding Down syndrome, framed by possible implications for early intervention. As readers will see, our knowledge-base has progressed considerably, as we now better appreciate how each level of analysis contributes to an understanding of this complex developmental disorder. To be sure, the complexity of the interdisciplinary enterprise can seem overwhelming and its prospects for contributing to improving the development of children with Down syndrome uncertain. Yet, as will be seen, this knowledge base opens possibilities in the biomedical domain never before thought possible. In fact, we hope to bring to readers of IYC future articles focusing on children with specific disorders that consider this interdisciplinary and level of analysis perspective. It is in this context that novel interventions may evolve and thereby materially advance our field.

In other articles, IYC explores a range of policy, program, informational, and professional training issues. Specifically, the challenging question of how to maximize child-care quality for children with disabilities is examined.

Governmental policies such as those relating to family leave certainly need to be considered to adequately address the many difficulties faced by parents. Maximizing the quality of care at home for children of parents with intellectual disabilities provides an even greater challenge. IYC presents a description of an effective and low cost self-directed learning strategy to improve parenting skills.

Three other articles focus on the processes, outcomes, and practices of early intervention from an interdisciplinary perspective. In one article, the process and benefits of the method of solution-focused learning for interdisciplinary training is described in detail along with a case study. In another, the application of the interdisciplinary knowledge and skills of graduates is evaluated. All of this information helps our field to strengthen the usefulness and power of interdisciplinary perspectives. The third article presents a discussion of the support for interdisciplinary models in early childhood special education as part of the recommended practices of the Division for Early Childhood of the Council for Exceptional Children.

Finally, IYC presents another of its series of articles on hearing impairment. In this article, the diagnosis, causal processes involved, effects on speech perception, and remediation techniques are discussed for the type of hearing loss referred to as auditory neuropathy.