title: Effect of preschool integration for children with disabilities.
abstract: This study examined the effects of integration and segregation in a special education preschool program for children with mild to moderate disabilities to determine whether initial level of development differentially influenced gains achieved. No main-effect differences between the two groups appeared on several pretest and posttest measures. Aptitude-by-Treatment analyses revealed than higher performing students gained more from integrated classes, whereas lower performing students gained more from segregated classes. The data suggest careful monitoring of lower functioning students to ensure appropriate academic and social stimulation.
authors.affiliation: Child Development and Mental Retardation Center, University of Washington, Seattle.
authors.forename: K N
authors.initials: KN
authors.lastname: Cole
authors.forename: P E
authors.initials: PE
authors.lastname: Mills
authors.forename: P S
authors.initials: PS
authors.lastname: Dale
authors.forename: J R
authors.initials: JR
authors.lastname: Jenkins
mesh_terms: D002648:Child; D002675:Child, Preschool; D002658:Developmental Disabilities / Q000534:rehabilitation*; D004519:Education, Special / Q000379:methods*; D005260:Female; D006801:Humans; D008282:Mainstreaming, Education; D008297:Male; D012044:Regression Analysis