This paper offers guidelines for effectively integrating preschool children with disabilities in classrooms with nonhandicapped children. First, formal aspects of program integration including legislative requirements and the Child Find program to identify young children needing special services are reviewed. Next, program planning guidelines are offered concerning: when integration should begin; selection of a learning model; teacher/child ratios and schedules; staffing; evaluation; supports for staff; and development and use of personalized prescriptions. Finally, 20 ideas for teachers and caregivers are offered. These include: learn about each disability; know skill prerequisites; arrange the environment; be flexible about theory and practice; show physical affection; provide tactual real experiences; discipline wisely; and utilize parents as partners. (18 references) (DB)