Classroom-Based Practices for Preschoolers with Disabilities

This article describes practices and issues related to providing services for preschoolers with dis-abilities in early childhood classrooms. We rec-ommend that classroom services for most young children with disabilities be inclusive. The varia-tions of such programs as well as findings from the relevant research are identified. We recom-mend that those inclusive classrooms should follow the guidelines of developmentally appro-priate practices. The minimal practices of such classrooms are identified. Finally, we recom-mend that specialized service be provided as a part of the ongoing classroom activities. Varia-tions in service provision are described, as are findings from related research