Abstract
The educational progress of four normal peers integrated for one year into a preschool class with five children with autism was examined with the Learning Accomplishment Profile and the Preschool Language Scale. Both measures showed that the peers, who had functioned at or above age level at the time of admission, made substantial progress in their developmental rate during the 11 months they were enrolled in the integrated classroom. These data support the value to normal children of being in an integrated classroom. The importance of a well-planned curriculum and educationally sophisticated teaching staff is stressed.
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