young children. Chapters cover such topics as individualized instruction, social relationships of children with disabilities, collaborative relationships among adults, family perceptions of inclusion, classroom ecology and child participation, community participation, social policy, and cultural and linguistic diversity. The contributors, addressing each of these topics, draw implications for practitioners - providing suggestions for modifying activities, materials, environmental supports and teaching strategies. Based on a five-year research study conducted by the Early Childhood Research Institute on Inclusion, the work should be suitable for professionals in inclusive settings.

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