Argues that computers and related technology can be an important asset in the classrooms of young children with disabilities. Suggests that this technology can promote mobility, communication, and learning; increase independence; augment abilities; compensate for learning challenges; overcome learned helplessness; and foster competence and…

Argues importance of a flexible approach to educating physically and developmentally disabled children, one that allows children to learn and play with attention to age, stages, temperaments, personalities and individual needs. Notes that staff attitudes and willingness to adjust schedules, plans, room arrangement, curriculum, and expectations are…

Describes historical attitudes about the education of children with developmental delays by classifying the trends into four time periods: (1) forget and hide; (2) screen and segregate; (3) identify and help; and (4) include and support. Provides contemporary information about early childhood inclusion in the least restrictive environment…

Provides guidelines for teachers in inclusive classrooms to help children with disabilities learn language and communication skills during everyday activities and routines. Key elements described include collaboration among team members, collecting naturalistic assessment data, developing activity-based objects, preparing an activity matrix, and…