The paper recommends that young children with disabilities be placed in preschool classes with normally developing children whenever possible. Significant benefits are cited in the areas of social, emotional, and communication development when children with handicapping conditions are educated in settings with their nonhandicapped peers. Four potential options for integrating young children with handicaps and normally developing children are outlined, including mainstreamed educational programs, mainstreamed noneducational programs, integrated special education or reverse mainstreamed programs, and nonintegrated special education programs located in regular elementary schools. Sample programs within each option are briefly described. The paper concludes with a list of 26 references for further information about options and procedures for integrating children with handicaps and normally developing children. (JDD)