In this review I looked at 22 articles that explored two of the primary interventional perspectives used when addressing the needs of exceptional students. A number of the articles elucidate the present prevalence of student based practices in U.S. schools, administration, and legislation. The body of the literature surveys how family centered interventions can be, and are used, to better serve students by integrating the needs and concerns of the family, as well as those of the student. The review was concluded with a discussion of the importance of finding a balance between the current legislative trend which emphasizes a student's needs based on an annual standards driven success model, versus a model which emphasizes the development of the whole child at home, and in the school, during all educational and developmental stages.