Although social development is a commonly cited educational goal, little systematic programming occurs for the development of social skills among the preschool handicapped, especially for the development of interpersonal skills. Insight into the reasons for this neglect leads to suggestions for correcting it. (Author/CL)

Integration practices of handicapped children at preschool level and the service model for therapeutic and social assistance in Arezzo, Italy are examined. Case studies of three severely handicapped integrated preschoolers illustrate the model's functionings. Theory and research supporting the model are noted, as is continuing research through…

Recent studies on the integration of handicapped with nonhandicapped preschoolers and its effect on social interactions are reviewed. Studies include those reporting the spontaneous occurrence of social interactions between young handicapped and nonhandicapped children and those reporting the need for structure and training to facilitate…

In an investigation of effects of adult-directed play on handicapped preschoolers' functional use of toys and interactions with other classmates. Results revealed that adult-directed play increased the handicapped preschoolers' functional use of toys; interactions were increased for two of the three subjects. (Author/CL)

A parent training program emphasizing acquisition of general (as opposed to task-specific) techniques facilitated spontaneous generalization of parenting skills from the school to the home for one parent, but not for a second parent. (Author/CL)

An alternating treatment design was used to examine differential treatment effects of employing single and multiple peers to promote social interactions of two handicapped preschoolers. Differential treatment results were generally not found. Both types of peer-initiation interventions produced increases in handicapped children's social…

The study investigated the extent to which six handicapped and six nonhandicapped preschoolers interacted with other children and adults during free play, fine motor, circle, and snack. Observations and analysis of the interaction revealed that only noticeable differences between the two groups were observed during free play activities. (Author/CL)

Findings indicated that the importance of effective transition was recognized and that transition procedures were written into many programs, but were not followed in practice. Journal availability: see EC 133 846. (Author)

Analysis of the allocation of responsibilities within 50 families with moderately to severely handicapped preschoolers and 83 families with normal preschoolers indicated almost identical agreement on allocation expressed by wives and husbands of both groups. There was agreement on role responsibilities, degree of satisfaction with roles, and ideal…

A widely used preschool screening test, DIAL (Developmental Indicators for the Assessment of Learning) was revised and restandardized on a national sample of 2,447 children. The rationale for the test construction and test standardization are discussed and the establishment of norms in the form of cut-off points are described. (Author/CL)

The paper describes an ecological-developmental model for planning a child's transition from a preschool special education program to a public school classroom. The model stresses interactions between the various environments in which the child functions. A description of a preschool transition program based on the model is also included.…

Analyses of play suggested more sophisticated levels in segregated than integrated settings. There were no differences between the two settings in appropriateness of play, type of interaction, percentage of attending to teacher-directed learning activities, or quality or quantity of their language in the two settings. (Author/CL)

A group of educators, mental retardation specialists, and advocates all chose public education as the preferred agency to administere services for young handicapped children. Journal availability: see EC 133 846. (Author)

Background on the development of early education for the handicapped in the Federal Republic of Germany and on legislative and financial factors is discussed as well as current practice in early intervention and preschool education. The state of professional training and research is indicated, as are the major issues reflected in recent…

A comparative view of early intervention for handicapped infants and preschoolers in Germany and the U.S. notes similarities in diversity of service provision across the states and in the emergence of early childhood special education as a legitimate discipline. Differences are noted in child-find procedures and in educational strategies. (CL)