Preschool Integration and its Effects on the Social Interactions of Handicapped and Nonhandicapped Children: A Review

Abstract

Recent investigative studies on the integration of young handicapped children with nonhandicapped children in preschool settings and its effect on their social interactions are reviewed. Studies reviewed are divided into two sections: (a) those that report the spontaneous occurrence of social interactions between young handicapped and nonhandicapped children; and (b) those that report the need for structure and training to facilitate appropriate social interactions. A summary of the research related to the efficacy of integrated settings is provided. It is suggested that, based on available literature, young handicapped children can benefit from integrated settings.