Many studies have shown that small-group direct instruction is effective and efficient for teaching students with and without disabilities, although relatively few studies have been conducted with heterogeneous groups of preschool participants. In addition, previous studies have primarily assessed whether observational learning occurred for…

The authors describe an intervention for 3 preschoolers with disabilities who had low peer-related social competence. The intervention taught academic skills tailored to the need of each target student in small groups (triads) with two typically developing peers, using a progressive time delay procedure. Prior to instruction and separate from the…

The paper maintains that impact evaluation studies of programs serving handicapped infants and preschoolers should be restricted to scientifically defendable investigations. Specific types of impact studies and an evaluation process are suggested. It is suggested that program leaders should focus evaluation activities on the status of project…

Analysis of 114 questionnaire responses from faculty in general early childhood education identified benefits and barriers of preschool mainstreaming. Most frequently cited benefit was "learning to accept differences," and most frequently listed barrier was "lack of trained staff and consultation." Rarely listed as barriers were negative attitudes…

The paper describes the evaluation of two levels of a center-based early intervention project offering two-day services for toddlers and five-day services for preschoolers with mild/moderate cognitive delays. Effects of services were assessed in terms of developmental change and the number of objectives achieved. (Author/CL)

A progressive time delay procedure in individual instructional sessions using massed-trial presentation was compared to distributed trials presented during transitions from one activity to another. Results with four preschool children with developmental delays indicated that both procedures were implemented reliably, were comparable in efficiency,…

The article defines the term, "transition," discusses the types of transitions that occur during early childhood special education, explores the rationale for studying and planning such transitions, and identifies transition issues and procedures. Tables offer data on critical events in rearing a handicapped family member, commercially available…

A survey of 483 early childhood educators in public and private preschool and kindergarten programs found that 74% of the responding programs had enrolled a child with a disability; the percentage of mainstreamed programs increased across the five years studied; and most frequently reported diagnostic categories were speech/language impairment,…

Investigated whether early childhood classroom activities and areas differed between mainstreamed and nonmainstreamed classrooms, and assessed difficulty of adapting them for disabled children. Respondents reported wide range of activities and areas that were moderately easy to adapt for disabled children. Findings suggest mainstreaming does not…

A study involving four teachers and preschool children with mild disabilities found transition-based teaching did not substantially alter the duration of transitions for teachers or children, did not appear to interfere with other teacher responsibilities during transitions, and produced increases in children's target behaviors. (Author/CR)

This article discusses knowledge gaps that exist in the instruction of preschoolers with disabilities, in terms of the curriculum content, procedures used to individualize instruction, instructional procedures designed to ensure acquisition, and strategies used to ensure skill use or generalization. Barriers to generating such knowledge and…

This article discusses assumptions that have guided research on children with disabilities, which are to: draw on findings from other areas of research, use rigorous experimental methods, rely on systematic replications, be alert to serendipitous findings, and attend to trends and shifts in perspectives, but follow the data when drawing…

Describes practices and issues related to providing services for preschoolers with disabilities in inclusive early childhood classrooms. Identifies findings from research on developmentally appropriate practices. Discusses ways to integrate specialized services such as occupational therapy, physical therapy, and speech-language therapy into…

A survey of 500 preschool teachers found a majority view individualized intervention on specific goals to be important for all children, they would like to receive all of the listed forms of assistance from special educators, and they want special educators to be involved in collaborative roles in their classrooms. (Contains references.)…

This article explores the effects of the integration movement on the placement of preschoolers with disabilities and describes the effects of integration and developmentally appropriate practice (DAP) methodology on assessment and instructional practices. The paper concludes that programs following the DAP guidelines can be adapted to promote…