The paper describes issues in integrating handicapped children into early childhood education programs. Experiences of the Northwest Center Infant and Toddler Program (Seattle, Washington) are noted to illustrate philosophical considerations (particularly the isolation of handicapped children) and program planning and development issues. Beginning steps include a thorough review of the literature and needs assessment, identification of overall goals as well as components of children's services, family involvement, staff development, budgetary considerations, and program evaluation. Examples of the Northwest Center's approach to these aspects are offered. The values of incorporating tenets of early childhood education (such as focusing on the whole child and building self esteem) and of special education (such as setting individual goals, measuring progress, and programming for the individual child in the group) are stressed. (CL)