This speech calls for an end to prolonged debate about integration of preschool children in early intervention programs, discusses what is known from research on integration, describes quality indicators of early intervention programs, and makes suggestions for institutionalizing quality early intervention services. (JDD)

The case study of an integrated preschool classroom with six disabled children and six nondisabled peers found that structural changes in the environment of the classroom were essential for the development of positive social interactions among the children. (Author/JDD)

Five special needs children were placed in an integrated preschool program as their first preschool/group care experience. A preentry visit was found to be predictive of the children's adjustment to preschool. Some of the children exhibited separation problems, aggression, self-stimulation, loud vocal behavior, and high rates of unoccupied…

Two experiments examined effects of play group composition (segregated or integrated), type of play materials, and group size (2 or 4 children) on language use of 24 preschool children with disabilities. Group composition and type of play materials had no significant effects. Group size had a significant multivariate effect on utterance rate and…

This study investigated the social competence of children with normal hearing (n=10) and children with impaired hearing (n=10) who attended an integrated preschool program for 4- to 5-year-olds. Observation of sociodramatic play and nonplay activities showed child entry behaviors were associated both with the hearing status of participants and…

This keynote address argues that some efforts of early educational programs have, themselves, led to new risks for children. Issues discussed include the confusion between culture and development, services to poor children and families, and segregating young children with special needs. (JDD)

The friendship status of 58 preschoolers with disabilities in inclusive child care settings in North Carolina was examined. The majority of children were found to have at least one friend. Associated factors included diagnosis, developmental level, behavioral characteristics, characteristics of the friend, similarities between the child and the…

This study observed the social/cognitive play of 46 young children who were deaf or hard of hearing (D/HH). With D/HH partners, children engaged primarily in constructive play, but in groups that included both D/HH and hearing partners, they engaged most frequently in dramatic play. Results suggest that group play varies according to the hearing…

A study compared the effects of social integration activities and group friendship activities in enhancing social relations with two preschoolers with disabilities in two inclusive classrooms. Results indicated differential benefits across the two approaches, suggesting a need to tailor the selection of interventions to the individual child's…

This paper focuses on the integration of preschool children with moderate to profound disabilities in a day care center. The paper offers a rationale for day care integration, outlines best practice components, and describes a program which merged an early intervention program for children with disabilities with a community-based child care…

Two interventions (environmental modification and adult prompting) were evaluated for promoting conversations between three preschoolers with and six without disabilities. Three conditions were used: classroom baseline, theme boxes, and system of least prompts. Use of the system of least prompts produced increases in rates of conversation, turns…

Examines fundamental conceptual, methodological, and outcome issues with respect to the social integration of preschool-age children with mild developmental delays in inclusive early-childhood settings. A model of factors that influence social integration and their interrelationships is presented as a means of organizing future integration…

Comments on "Assessing the Comfort Zone of Child Care Teachers in Serving Young Children with Disabilities" (Buysse and others) and discusses the social value of inclusion for young children with disabilities. Explores the use of social-validity assessment to evaluate inclusive placements and current training efforts. (CR)

This study of 20 preschool children with disabilities and 8 normally developing children found that more peer interaction occurred during play activities that were more structured, whereas teacher interaction rates were not related to activity structure ratings. Among children with disabilities, rate of peer interaction correlated positively with…

A survey of 281 mothers of young children with cognitive delays, communication disorders, physical disabilities, risk of delays, or typical development revealed widespread support for the benefits of mainstreaming and a substantial number of perceived drawbacks. Mothers' perceptions of mainstreaming were similar across family demographics, child…