Behavioral and Developmental Outcomes in Young Children with Disabilities in Integrated and Segregated Settings

Abstract

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.

Academic and Social Attainments of Children with Mental Retardation in General Education and Special Education Settings

“…These diverse examinations and the numerous methodological issues in the studies as identified by the reviewers (Gottlieb, 1981;Gresham & MacMillan, 1997) We note Leinhardt and Pallay's (1982) (Buysse & Bailey, 1993;Slavin, 1984).…”

The Nature and Meaning of Social Integration for Young Children With Mild Developmental Delays in Inclusive Settings

“…Both unilateral and reciprocal friendships occur at the same rate in inclusive or segregated settings (Guralnick et al ., 1996a) . In addition, although the proportion of negative interactions is increased slightly in inclusive settings, the social interaction levels of children with delays have consistently been found to be higher in inclusive as opposed to segregated settings (Buysse & Bailey, 1993 ;Guralnick et al ., 1996a ;Guralnick & Groom, 1988b).…”

Characteristics of the Closest Relationships Between Children With Developmental Disabilities and Peers in Inclusive Settings

“…As educating students with developmental disabilities in inclusive settings is now considered the preferred educational option in many school communities (Coots, Bishop, Grenot-Scheyer, & Falvey, 1995;Falvey, 1995;Westling & Fox, 2004), the investigation of relationships in inclusive settings is imperative. Although quite a few studies have focused on comparisons between relationships of children in inclusive as opposed to specialised settings (Buysse & Bailey, 1993;Buysse et al, 2002;Freeman, 2000;Heiman, 2000), few studies have investigated the relationships of children who have all been exposed to inclusive settings for several years. In addition, the majority of research has focused on middle class and Caucasian populations and has primarily been conducted in cities in North America or Great Britain.…”