This practicum aimed to decrease the social isolation of preschool children with special needs in a mainstreamed day care setting by: (1) increasing initiatives by typical children towards four special needs children; (2) increasing social bids or responses by special needs children toward typical children; and (3) increasing positive interventions by staff toward children with special needs. Six workshops designed to develop staff awareness of social play, peer confederate training, and transactional intervention strategies were designed and implemented. Observational data of children's free play interactions were collected at 4-week intervals over 12 weeks. All objectives were achieved. Staff agreed that the social skill-building intervention had been positive and they intended to continue structuring social skill development into their groups. A needs assessment form, record-keeping forms, and relevant letters are appended. Includes 31 references. (DB)