This article reviews the literature comparing outcomes for young children with disabilities in integrated and segregated settings. An examination of research methodology, dependent measures, and programmatic variables is used to analyze the effects of preschool integration across 22 studies. Despite some methodological weaknesses, an analysis of findings provides support for the benefits of preschool integration with respect to social and other behavioral outcomes. Children's developmental outcomes over time have not been shown to vary as a function of integrated versus segregated placement. The article concludes with a discussion of these findings and their implications for future research and practice in early intervention.
Behavioral and developmental outcomes in young children with disabilities in integrated and segregated settings: A review of comparative studies
Buysse, V., & Bailey, D. (1993). Behavioral and developmental outcomes in young children with disabilities in integrated and segregated settings: A review of comparative studies. Journal of Special Education, 26(4), 434-461. https://doi.org/10.1177/002246699302600407
Abstract
Publications Info
To contact an RTI author, request a report, or for additional information about publications by our experts, send us your request.
Meet the Experts
View All ExpertsRecent Publications
METHODS REPORT
Improving text classification with Boolean retrieval for rare categories
Article
COVID-19 diagnosis and SARS-CoV-2 strain identification by a rapid, multiplexed, point-of-care antibody microarray
Article
A decentralized approach to model national and global food and land use systems
Article