From playgroup to preschool: facilitating early integration experiences.

This paper discusses community playgroup and preschool settings for non-disabled children as programme options for infants and preschoolers with a variety of physical and mental impairments. These options provide age-appropriate integration experiences which may result in benefits to parent and child, realistic developmental expectations, and a cultural expectation that social integration is a basic part of any child's education. The discussion identifies advantages to beginning integration before the age of 5 years and emphasizes the need for individualized services, ongoing staff training, support for parents, and programme evaluation.

Parent perceptions of the integration transition process; overcoming artificial barriers.

The parents of 14 students with disabilities participated in interviews to evaluate the support they received during their child's transition to an integrated educational placement, to explore their concerns, and to discuss the effects of integration. Although parents identified areas of concern, they consistently expressed satisfaction regarding the outcomes of integrating their child, including professional and personal support. Responses emphasized the importance of commitment from local school districts and professionals, an individualized approach to parent involvement, and ongoing communication with parents.