Recent investigative studies on the integration of young handicapped children with nonhandicapped children in preschool settings and its effect on their social interactions are reviewed. Studies reviewed are divided into two sections: (a) those that report the spontaneous occurrence of social interactions between young handicapped and nonhandicapped children; and (b) those that report the need for structure and training to facilitate appropriate social interactions. A summary of the research related to the efficacy of integrated settings is provided. It is suggested that, based on available literature, young handicapped children can benefit from integrated settings.
Get full access to this article
View all access options for this article.
References
1.
Blacher-Dixon, J., Leonard, J., & Turnbull, A.Mainstreaming at the early childhood level: Current and future perspectives , Mental Retardation, 1981, 19(5), 235-241.
2.
Cooke, L., Ruskus, J., Apolloni, T., & Peck, C.Handicapped preschool children in the mainstream: Background, outcomes, and clinical suggestions. Topics in Early Childhood Special Education , 1981, 1, 73-83 .
3.
Dunlop, K., Stoneman, Z., & Cantrell, M.Social interaction in a mainstreamed preschool classroom. Exceptional Children, 1980, 47(2), 132-141.
4.
Field, T.Self, teacher, toy, and peer-directed behaviors of handicapped preschool children . In T. Field, S. Goldberg, D. Stern, & A. Sostek (Eds.), High-risk infants and children . New York: Academic Press, 1980.
5.
Fredericks, H.D. , Baldwin, V. , Grove, D., Moore, W., Riggs, C., & Lyons, B.Integrating the moderately and severely handicapped preschool child into a normal day care setting. In M. J. Guralnick (Ed.), Early intervention and the integration of handicapped and nonhandicapped children. Baltimore: University Park Press, 1978.
6.
Fredericks, H.D., Moore, M.G., & Baldwin, V.L.The long range effects of early childhood education on a TMR population. Monmouth OR: Teaching Research Division, n.d.
7.
Gresham, F.Social skills training with handicapped children. Review of Educational Research, 1981, 51, 139-176.
8.
Guralnick, M.J.The efficacy of integrating handicapped children in early education settings: Research implications. Topics in Early Childhood Special Education , 1981, 1, 57-71. (a)
9.
Guralnick, M.J.The social behavior of preschool children at different developmental levels: Effects of group composition. Journal of Experimental Child Psychology, 1981, 31, 115-130. (b)
10.
Ispa, J., & Matz, R.D.Integrating handicapped preschool children within a cognitively oriented program . In M. J. Guralnick (Ed.), Early intervention and the integration of handicapped and nonhandicapped children . Baltimore: University Park Press , 1978.
11.
Lazar, I., Hubbell, R., Murray, H., Rosche, M., & Royce, J.Preliminary findings of the developmental continuity longitudinal study. Paper presented at the conference of the Office of Child Development , El Paso, Texas, May 23, 1977.
12.
Novak, M., Olley, G., & Kearney, D.Social skills of children with special needs in integrated and separate preschools . In T. Field, S. Goldberg, D. Stern, & A. Sostek (Eds.), High-risk infants and children . New York: Academic Press, 1980.
13.
Palmer, F.The effects of early childhood educational intervention on school performance . Paper presented at the President's Commission on Mental Health, July 1977.
14.
Parten, M.B.Social participation among preschool children. Journal of Abnormal and Social Psychology, 1932, 27, 243-269.
15.
Peterson, N., & Cooper, A.The social ecology of intervention strategies for young handicapped children . Kansas Research Institute for the Early Childhood Education of the Handicapped (ECI Document No. 103), 1978.
16.
Rogers-Warren, A., Ruggles, L. , Peterson, N., & Cooper, A.Playing and learning together: Patterns of social interaction in handicapped and nonhandicapped children. Journal of the Division for Early Childhood, 1981, 3, 56-63.
17.
Schweinhart, L.J., & Weikart, D.P.Young children grow up: The effects of the Perry Preschool Program on youths through age 15. Monographs of the High Scope Educational Research Foundation, 1980, 7.
18.
Smith, C. , & Greenberg, M.Step by step integration of handicapped preschool children in a day care center for nonhandicapped children. Journal of the Division for Early Childhood, 1981, 2, 96-101.
19.
Snyder, L., Apolloni, T., & Cooke, T.P.Integrated settings at the early childhood level: The role of nonretarded peers. Exceptional Children, 1977, 43, 262-266.
20.
Stainback, W., & Stainback, S.A review of research on interaction between severely handicapped and nonhandicapped students. The Journal of the Association for the Severely Handicapped, 1981, 6(3), 23-29.
21.
Strain, P., & Kerr, M.Mainstreaming of children in schools: Research and programmatic issues. New York: Academic Press, 1981.
22.
White, B.Mainstreaming in grade school and preschool: How the child with special needs interacts with peers. In T. Field, S. Goldberg, D. Stern , & A. Sostek (Eds.), High-risk infants and children. New York: Academic Press, 1980.
