This commentary on inclusion of children with disabilities in early childhood programs raises issues concerning why so little progress toward inclusion has been made; quality of early childhood instruction versus inclusion expectations; the need to "just do it" (inclusion); and the need to allow for the child's individual preferences. (DB)

Describes features of social pretend play and identifies characteristics of young children's cognitive and social play that may inhibit their participation. Describes approaches for supporting the social pretend play of children with mild to moderate developmental delays and disabilities, including assessment of play skills, use of structured play…

Case studies examined impact of early intervention on the rate of acquisition of communicative and linguistic behaviors for a small group of severely and profoundly deaf infants. Found that infants who were diagnosed and used amplification by six months of age acquired vocal and linguistic skills at an age more comparable to hearing peers than did…

This article examines "low tech" assistive technology options for positioning, communication, learning, mobility, and self-care barriers for infants and children with disabilities, focusing on play activities. Combined low- and high-tech assistive systems are described. Policy issues interfering with inclusion of assistive devices in early…

This response to a paper on teacher communication in cases of dual enrollment of preschool children in both early intervention and day care stresses a distinction between communication and collaboration, the importance of family permission and involvement in any cross-program communication network, and the responsibility of the early intervention…

This article addresses three issues concerning the development of social skills in young children with special needs, especially children with severe social limitations. First, the importance of children's social skills is stressed; next, specific peer-related social skills that should receive priority in early intervention are identified; and…

This article describes early intervention services provided to families with infants and young children with disabilities in Sweden. The "habilitation model" is based on medical, educational, psychological, and social perspectives placed in a family context. Government legislation stresses intervention focused on the handicapping…

An intervention using natural reinforcement and peer influence with three three-person groups of preschoolers, each containing one child with a disability, was evaluated. The design of the intervention (multiple probe across subjects) was found to be effective in increasing the subjects' positive social initiations. Some generalization was also…

This study of a 5-year-old girl with sensorineural hearing loss examined the effect of supplementing a pragmatically based procedure of focused stimulation with structured opportunities for verbal practice using vertical constructions. Results indicated that focused stimulation was an effective treatment procedure, especially when enhanced by the…

Implemented a social-emotional intervention for at-risk 4-year-olds in seven day-care classes. Teachers were trained to perform activities associated with relationship building. Compared to children who did not experience the intervention, children who had it were observed showing decreases in negative emotion, greater involvement, and more…

Describes the typical kindergarten day as experienced by one child in the German-speaking region of Switzerland. Illustrates the main goal of kindergarten as preparing children for school rather than teaching reading, writing, or written numeracy. Focuses on the oral language learning approach incorporating teacher- and child-initiated activities.…

This article describes the two basic versions of the responsiveness-to-intervention (RTI) approach for identifying learning disabilities, the problem solving model and the standard-protocol approach. It reviews evidence on effectiveness and feasibility and concludes that more needs to be understood before RTI may be viewed as a valid…

Examined whether home intervention program for Hispanic low-income families would increase maternal teaching behaviors typical of school environment. Found that when controlling for pretest scores and maternal education, program mothers used questions and descriptions more and negative motivation less in comparison to control group; the pattern of…

This article describes a family-centered assessment and intervention approach that empowers and enables families of young children with disabilities in the selection and use of assistive technology. Included in the discussion are key characteristics of parent/professional partnerships and effective, helpful practices that facilitate the level of…

A multi-site, randomized evaluation of the Parents as Teachers (PAT) program with 665 families found the effects of the program on parenting and child development outcomes were generally small. More consistent positive effects were noted for very low-income parents and their children relative to more moderate-income parents. (Contains references.)…