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The Journal of Special Education
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Ecobehavioral Assessment in Early Childhood Programs

A Portrait of Preschool Inclusion

William H. Brown

University of South Carolina

Samuel L. Odom

Indiana University

Shouming Li

University of Maryland

Craig Zercher

San Francisco State University

The purpose of this investigation was to describe the nature of preschool children's experiences in inclusive early childhood programs. The momentary time-sampling data reported in this article represented 3 hours of observational information per child for 112 preschoolers with and without disabilities in 16 community-based, inclusive preschool programs in four states. In general, children with and without disabilities exhibited similar child behaviors and were meaningfully engaged in a variety of adult- and child-initiated activities within similar activity contexts. Two noteworthy between-group differences were that (a) children without disabilities, compared to those with disabilities, participated in more child-child social behaviors and (b) children with disabilities received more adult support and attention than peers without disabilities. These ecobehavioral data begin to "paint a portrait" of preschool inclusion. This "portrait" revealed that children with disabilities were physically included but suggested that if social integration of young children with and without disabilities is a primary goal of inclusion, then additional, focused intervention efforts may be required to establish socially inclusive programs for young children with and without disabilities.

The Journal of Special Education, Vol. 33, No. 3, 138-153 (1999)
DOI: 10.1177/002246699903300302
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