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Including Children With Autism in Inclusive Preschools:Strategies That Work

Including Children With Autism in Inclusive Preschools:Strategies That Work

Abstract

Including Children With Autism in Inclusive PreschoolsStrategies That Work SAGE Publications, Inc.1998DOI: 10.1177/109625069800100204 Ilene S. Schwartz Ph.D. University of Washington Felix F. Billingsley Ph.D. University of Washington Bonnie M. McBride M.S. University of Washington he last 20 years have been an unprecedented time for parents and professionals working with young children with autism. We have benefited from more effective interventions and information about people with autism as well as from a trend towards more inclusive and normalized educational experiences for all young children with disabilities (Bailey & McWilliams, 1990). As a society we have had opportunities to learn from adults with autism (Grandin & Scariano, 1986; Williams, 1992) and from parents of children with autism (Maurice, 1993). Researchers have learned more about effective interventions (e.g., Harris & Handleman, 1994; Koegel & Koegel, 1995; Lovaas, 1987), and children with autism are being included in child care, recreational, and educational programs more frequently. Many questions remain, however, about how to best provide effective services to such children in inclusive early childhood settings. This article describes how children with autism and other developmental disabilities are included in the Alice H. Hayden Preschool at the University of Washington's Experimental Education Unit (EEU).
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