Integrating Handicapped and Nonhandicapped Preschoolers: Developmental Impact on Nonhandicapped Children

Publisher Website
Google Scholar
Abstract
To examine the effects of placing young nonhandicapped children in classes primarily containing handicapped children, 16 nonhandicapped children were randomly assigned to four integrated special education preschool classes. A control group consisting of 16 children, matched for age and sex, who were enrolled in three preschool classes containing only nonhandicapped children, was employed as a comparison. A battery of assessments were administered to both groups at the beginning and end of the academic year. No significant differences in performance on these measures were found. Placement of nonhandicapped children in integrated special education classes, where the majority of peers were handicapped, did not appear to interfere with normal development.