This guide presents principles for the effective integration of young children with disabilities into regular classrooms in Massachusetts. Planning for integration is discussed in terms of the responsibilities of the integration team (using either a multidisciplinary or interdisciplinary model), the role of the family, assessment of children's abilities, planning for the Individualized Education Program (IEP), and the IEP itself. Classroom design aimed at providing each child with optimum independence and opportunity to master his/her environment is considered next, along with a curriculum design that offers integrated settings as well as a wide scope of developmental challenges. Suggestions are offered for facilitating social interaction and relationships and developing a curriculum of acceptance. The importance of a written philosophy that specifies program mission, values, and long- and short-term goals is stressed. Six appendixes present: considerations in planning for assessment; a checklist for evaluating early childhood integrated settings; suggestions to facilitate the use of augmentative communication aids; special technology resources; guidelines for program evaluation documentation; and Massachusetts organizations and agencies. Includes 31 references. (DB)