This study of 100 children with mild and moderate disabilities and 24 normal children found no main effect differences between integrated and segregated groups in a special education preschool program. Aptitude-by-treatment analyses revealed that higher performing students gained more from integrated classes, whereas lower performing students…

This study compared three levels of inclusion (special education only, integrated special education, and mainstream placements) on the cognitive and language development of 66 preschool children with disabilities. Analysis of pre- to postgains revealed that integrated special education produced gains that significantly exceeded the rate of normal…