Research Findings: There is growing evidence that specific, teacher-led instruction and innovative instructional activities can lead to higher levels of achievement in literacy and in mathematics for young children at risk. There is limited research evidence, however, identifying professional development interventions that are effective in…

Studied effects of mainstreaming on the roles of professionals in 16 inclusive preschool programs, using interviews, observation, and document analysis. Found that a sense of shared philosophy or joint ownership of children, when reached jointly rather than being lopsided or imposed from outside, produced more positive experiences, and that key…

Studied the changes in the social exchanges of 30 young children with disabilities with their mothers and a familiar playmate at 4 data points over a 16-month period. Found that the children engaged in more and increasingly social exchanges over time, showed more vocal behavior, and completed more object-related acts. (AC)

Compared the nature of conflict and its resolution during free-play among preschool children with and without disabilities. Results indicated conflict occurred relatively infrequently and was of short duration. Disabled children tended to have more object possession disputes than other disputes; nondisabled children had more disputes during…

Strategies for social pretend play were compared for 15 preschoolers with mild disabilities and 15 nondisabled preschoolers in 3 integrated sites. Videotapes of children during free play were analyzed to determine strategies used to enter, initiate, maintain, and terminate play. Both groups initiated play without discussing roles, conducted short…