A study examined the effects of social setting on the friendship formation of 333 preschool children (120 with disabilities) enrolled in inclusive early childhood programs. Typical children in specialized classrooms had significantly more friends. In child care settings, however, there were no statistically significant differences in number of…

A study investigated the grounding strategies used by four Hispanic families with children with disabilities who are experiencing successful friendships with peers without a disability. Results found families, particularly mothers, actively facilitated friendships most frequently by finding opportunities and providing some level of interpretation…

A school-based short-term intervention used successfully with impulsive, aggressive, shy, oversensitive, attention-disordered, and language- and learning-disabled elementary school students features exercises and activities such as generating ideas, rehearsing behaviors, and adapting behaviors to help students learn to "enter" play groups and join…

Examines the socialization process of physically challenged children mainstreamed in an elementary school program. Concludes that an open and flexible classroom environment encourages individual independence, adaptation, and acceptance. (FMW)

Study results indicate that positive social interactions between nonhandicapped and handicapped students in the integrated music classroom, with increases in nonhandicapped students' acceptance of handicapped students, are not a result of music classroom experiences and music instruction alone, but also of the degree to which teaching conditions…

Documents the responses of band students to a questionnaire consisting of statements regarding the inclusion of students with disabilities in the school band. Analyzes the responses of students who watched a video depicting the successful inclusion of disabled students and of those who did not view the video. (MJP)