The final report discusses achievements of a 3 year project to demonstrate the feasibility and effectiveness of integrating young handicapped children into existing early childhood programs. The project is conceptualized from a socioecological model, operationalized as a technical assistance support system, and located within an interdisciplinary research institute. Five components are detailed: match/fit (the careful analyses of available placement options); support/facilitation (initiation and responsiveness to children, families, and center staff); demonstration (evaluation, visitation, staff development, and management); advocacy (dissemination and exchange with other systems); and continuation (comments on current and future status). Among conclusions listed are that handicapped children in integrated classrooms showed positive gains in rate of development over the expected rate, especially in the area of communications; that social competency was the area of greatest change in the children's behavior; that many normal children learned a new method of communication appropriate to the handicapped child; and that parents of handicapped children who interact regularly with typical children were better able to maintain a balanced perspective on expectations for their child. Among 23 appendixes are sample project forms, selected news articles about the project, and a description of the project's socioobservational technique. (CL)