The interplay among language, culture, and disability in children's experiences in inclusive preschool environments was examined as part of a larger study of preschool inclusion. A qualitative research design was employed using an ecological systems perspective. Data were collected through observations of preschool sites and through interviews with parents, classroom personnel, and program administrators. Themes related to the influence of culture and language on children's participation in preschool programs were identified. These issues included a lack of identified goals related to language on Individualized Education Programs, the interaction of language with disability, the influence of communication skills on children's interactions and abilities to form friendships, the effects of language differences on communication between home and school, and the need for more translation services and training for service providers related to cultural and linguistic issues.
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