The topics including bullying, family diversity, homelessness, disabilities, and incarceration are often referred to as "tender topics." They can be difficult for teachers to explain to or discuss with children. In their work with children, families, and teachers, the authors have seen that it is not necessarily the topic that makes conversations…

The public special education system of the Republic of Azerbaijan is built on the Soviet science of "defectology." In this system, most government-provided educational services segregate children with disabilities in special schools and home environments, separate from children without disabilities and from society at large. From 2005 to…

Identifies eight categories of curriculum modifications that teachers can use in their early childhood classrooms to help children with disabilities and other special needs participate in play activities. Describes and includes examples of modifications relating to environmental support, materials adaptation, simplifying the activity, using child…

Reviews research concerning barriers to and benefits of integrating young children with disabilities into regular preschool programs. Discusses the effects of integrated programs on children without disabilities, critical integration issues, activity-based intervention, and implications of integrated programs. (BB)

Surveys of preschool personnel and teachers of early childhood educators found that mainstreaming of children with disabilities in preschools increased from 1985-90; benefits are widely recognized; that activities are easily adapted for such children; and primary barriers to successful mainstreaming are inadequate training, high student-staff…

Provides specific tips for preschool teachers on how to better include children with exceptional health needs, hearing needs, learning needs, communication needs, visual impairment, or physical needs. Suggests that facilitating social skills is an essential part of facilitating true interaction. (KDFB)

Discusses ways for early childhood professionals to meet the objectives contained in the first of the National Education Goals for the Year 2000: the goal concerning readiness for school. (BB)

Maintains that parents of a handicapped child, for example, a child with cerebral palsy, are "walking a tightrope." Successful intervention with the disabled child in the classroom is possible only when there is strong teacher-parent communication. This position is illustrated by an account of a parent's personal experience. (BB)