The Nature and Meaning of Social Integration for Young Children With Mild Developmental Delays in Inclusive Settings

This paper examines fundamental conceptual, methodological, and outcome issues with respect to the social integration of preschool-age children with mild developmental delays in inclusive early childhood settings. Cast within a developmental-ecological framework, social integration is evaluated in terms of three constructs: (1) the connectedness of peer interactions; (2) the quality of interpersonal relationships; and (3) the nature of adjustments that occur during social exchanges. A general model of factors that influence social integration and their interrelationships is presented as a means of organizing future intervention activities to promote social integration.