The handicapped and nonhandicapped children changed differentially over time in their solitary activities and dominant interactions and in their interaction with handicapped and nonhandicapped peers, but these changes all moved in the direction of making the two groups less distinguishable. (Author/SBH)

Supervisors of three integrated preschools were trained in a collaborative team approach to promoting children's peer interactions. Training resulted in classroom teachers increasing behaviors directed toward children with disabilities, a doubling of interactive play of children with disabilities, and increases in interactive play of comparison…

This study of teacher behavior and peer interactions in preschools found that peer interaction of children with disabilities was associated with resource teacher focus on groups that included children with disabilities and/or resource teachers' no response and was inversely associated with classroom teachers' focus on children with disabilities…

A study examined the impact of teaching handicapped students in regular vocational education classrooms on class interaction and instructional variables. During the study, researchers conducted individual interviews with 22 vocational education instructors from 11 randomly selected school districts throughout Texas and later conducted a total of…