Abstract
The inclusion of children with disabilities in programs with their typically developing peers is one of many changes that has occurred in the field of early childhood special education over the last 20 years. Inclusion was initially viewed as a placement issue, but it has become clear that for inclusion to be successful, children should not just be placed in an inclusive setting but should be involved with their peers in ongoing classroom activities and routines. They also should have opportunities for learning new skills within the context of those activities and routines. For this to occur, we need instructional approaches that promote children's learning in the context of activities and routines with their peers. This article examines the research on classroom-based interventions as they relate to promoting inclusion, addresses related challenges facing our field, and suggests appropriate strategies.
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