Three basic learning principles are advanced regarding planning early intervention for preschoolers with disabilities. Principles focus on structured motor development, concrete instructional materials, and structured self-help activities. (CL)

A group of educators, mental retardation specialists, and advocates all chose public education as the preferred agency to administere services for young handicapped children. Journal availability: see EC 133 846. (Author)

The attitudes of 204 parents of nonhandicapped children toward preschool mainstreaming were examined. Maternal attitudes were related to the positiveness of their experiences with handicapped individuals, family income, education, age, and age of the nonhandicapped child. Fathers' attitudes indicated a relationship between age of their child and…

Social toys and isolate toys were presented to 24 children (ages 3-5). The older children displayed more social interactions in the social toy condition than did other ages. Disabled subjects displayed more social interactions in the social toy condition than isolate toy condition. Nondisabled subjects had more social interactions in both toy…

A total of 28 nonhandicapped four year olds in mainstream preschool classes explained the disabilities of 14 peers by referring to concepts of immaturity, accident, or adaptive equipment to account for the behavioral differences that they observed. (MDM)

Examined young children's play interactions and beliefs in inclusive preschool settings. Found a tendency for children without disabilities to engage in more cooperative play and less solitary play and on-looking behavior than their peer with disabilities. Found a high level of similarity between the two groups in choice of free play activities.…

This curriculum for Head Start programs provides preschool learning experiences that teach about dental health. The majority of the curriculum guide is devoted to the following lesson plans: (1) "Introduction of 'Smiley the Super Pup'," an optional puppet character which may be used to review the concepts covered in each lesson; (2)…

This bulletin describes toys and games found to be appropriate for use with children with disabilities. The toys, made by Discovery Toys, include products that promote exploration, play with both hands, sorting and matching, self-awareness, coordination, cause-effect relationships, imagination, construction, language use, and interaction with…

This report presents testimony and statements concerning the reauthorization of the early intervention and preschool programs under the Individuals with Disabilities Education Act. Among the presenting testimony were: Carol Ann Baglin of the Maryland Infants and Toddlers Program; Dr. Robert Davila, of the Office of Special Education and…

Individual child data from the Preschool Screening Programs of 402 Minnesota school districts were analyzed for problem identification and referral rates, areas of problem identification and referral, sex differences in rates, and other factors. The results from over 45,000 children revealed large variability in rates among school districts, as…

The ability of social, economic, and educational variables to predict screening outcomes among 398 school districts in a statewide preschool screening program was examined. First, salient demographic and educational variables were identified and reduced to five global factors using principal components factor analysis. Then, five factor scores and…

A brief history of the toy library movement is offered. Programs for both handicapped and nonhandicapped children in 15 countries are described and the effectiveness of such programs is considered. Two types of toy library programs are defined--the Scandinavian model, or lekotek (designed exclusively for handicapped children and their families and…

Briefly described are suggestions to help special educators keep their level of stress manageable. Suggestions are extracted from "Stress and Burnout--A Primer for Special Education and Special Services Personnel" by Stan Shaw et al. To better organize their time and activities, educators are advised to set realistic and flexible…

The paper draws on the experiences of a mainstreamed early education program to consider ways that preschool programs can make themselves accessible to families with handicapped children. The importance of clearly stated program intent is stressed along with accurate staff perceptions of handicapping conditions. Ten steps are then offered: (1)…

The report analyzes the status of handicapped children in Project Head Start from 1983-84. Following an overview of Head Start policies on services to handicapped children, the report describes questionnaire content. Detailed findings are then presented for the following topics: number of handicapped children enrolled in Head Start programs, types…