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Classroom-Based Practices for Preschoolers with Disabilities

Mark Wolery, PhD, is an investigator for the Frank Porter Graham Child Development Center at the University of North Carolina in Chapel Hill and director of early childhood research at the Frank Porter Graham Child Care Program. His research focuses on the inclusion of young children with disabilities in preschool and early elementary classes, instructional procedures for establishing and transferring stimulus control, and the processes used in individualizing instruction for students with disabilities in the context of ongoing classroom activities and routines. Address: Mark Wolery, Frank Porter Graham Child Development Center, CB #8180, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599–8180.

R. A. McWilliam

R. A. McWilliam, PhD, is an investigator at the Frank Porter Graham Child Development Center. His research interests focus on intervention practices, child engagement, and family-centered service delivery.

This article describes practices and issues related to providing services for preschoolers with disabilities in early childhood classrooms. We recommend that classroom services for most young children with disabilities be inclusive. The variations of such programs as well as findings from the relevant research are identified. We recommend that those inclusive classrooms should follow the guidelines of developmentally appropriate practices. The minimal practices of such classrooms are identified. Finally, we recommend that specialized service be provided as a part of the ongoing classroom activities. Variations in service provision are described, as are findings from related research.

Intervention in School and Clinic, Vol. 34, No. 2, 95-102 (1998)
DOI: 10.1177/105345129803400205


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