This article describes practices and issues related to providing services for preschoolers with disabilities in early childhood classrooms. We recommend that classroom services for most young children with disabilities be inclusive. The variations of such programs as well as findings from the relevant research are identified. We recommend that those inclusive classrooms should follow the guidelines of developmentally appropriate practices. The minimal practices of such classrooms are identified. Finally, we recommend that specialized service be provided as a part of the ongoing classroom activities. Variations in service provision are described, as are findings from related research.
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