Abstract
The article describes a study that examined the experiences of 40 children with mild to moderate disabilities with respect to the nature of their activities, amount and type of adult involvement, and the social context of their activities within inclusive early childhood programs. A comparison sample of children without disabilities was observed on the same set of variables. The overall quality of the classroom was also assessed. Children with disabilities spent the majority of their free-play time in manipulative activities or in nonplay, typically in a group of peers with a teacher. Children without disabilities were most often in dramatic play and alone with a teacher or a peer. Children with disabilities were involved with teachers two thirds of the time; the majority of children's interactions with teachers in the classroom were responsive.
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