This study examined how children's ideas about a prosocial behavior, helping, are related to their experiences in an inclusive preschool. Thirty three preschool children enrolled in inclusive classes, and 30 children enrolled in early childhood classes for typically developing children only participated in the study. Children's ideas about helping were elicited in interviews. In addition, preschool teachers rated each child's prosocial behaviors. Results revealed that children in inclusive classes received statistically significantly higher helping strategy scores and were statistically significantly more likely to refer to disability in their responses than children in early childhood classes for typically developing children only. These results are consistent with previous work, and suggest that young children are capable of sensitivity to the needs and competencies of children with disabilities. Implications for classroom practice are offered.
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