This paper examines fundamental conceptual, methodological, and outcome issues with respect to the social integration of preschool-age children with mild developmental delays in inclusive early childhood settings. Cast within a developmental-ecological framework, social integration is evaluated in terms of three constructs: (1) the connectedness of peer interactions; (2) the quality of interpersonal relationships; and (3) the nature of adjustments that occur during social exchanges. A general model of factors that influence social integration and their interrelationships is presented as a means of organizing future intervention activities to promote social integration.
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