The value of integrating handicapped and nonhandicapped preschool children.

Abstract

A conceptual and empirical framework is suggested to promote the development of handicapped preschool children through involvement with nonhandicapped peers. The need for systematically designed interaction is stressed, and related to research on peers as agents of change. Two studies are offered as examples of the effectiveness of nonhandicapped children as educational and therapeutic resources. A framework for future research is discussed, and relevant variables are identified.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 132 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.