The implementation of inclusive education programs is progressing in special education despite equivocal support and controversy surrounding the efficacy of this service model. This study contributes performance data on three youngsters with moderate to severe developmental disabilities observed in both inclusive integrated and self-contained segregated kindergarten settings. Academic, peer social, adult social, and engagement data were compared during group activity, transition, free choice and seat work for each child in both integrated and segregated settings. The results support the conclusion that individual child and setting characteristics transcend administrative model in determining engagement levels across social and academic domains. This article encourages the availability of alternative placement options and the authors call for systematic instructional planning and personnel training based on individual child assessments.
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