Abstract
One hundred fifty-three children with disabilities (49 with Down syndrome, 57 with motor impairment, and 47 with developmental delays) were observed in a total of 148 preschool classrooms. Social interaction with peers and teachers, strategies employed in attempts to master tasks, and use of time in the classroom were recorded by trained blind observers using a modified time sampling procedure. Analyses indicated significant relations between children's classroom behavior and three selected classroom characteristics—degree of integration, teacher-child ratio, and the extent to which children could choose activities. The findings have programmatic and policy implications for the education of young children with disabilities.
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