This text was written as an outgrowth of 6 years' work with children aged 3-5 in the Child Development Center at Western Oregon State College, Monmouth, Oregon. The children attending this program included typically developing children as well as children with disabilities. A primary purpose of this book is to share the experiences and learnings with others who are also serving preschoolers with disabilities in the belief that the adoption of a proven, systematic approach to integrated service delivery will result in high quality services to all children, including those with disabilities. The text describes a model program called the Teaching Research Integrated Preschool (TRIP) model. The philosophy of service embodied in the model is reflected in a fully integrated community program where all children participate in the same routines and activities. It is based on a blend of the behaviorist, cognitive developmental, and social learning theories, and contains some aspects of the maturationist perspective as well. The first of nine chapters discussing model components provides an overview of integrated preschool services. Topics of the remaining chapters are: (2) assessment and individual family service plan development; (3) activity-based instruction; (4) individualizing instruction; (5) monitoring the child's progress; (6) enhancing social interaction; (7) training and support for staff; (8) parent involvement; and (9) the role of related service providers. Appendices include guidelines for programs serving preschool children with handicaps in Oregon in Head Start, preschool, day care, or kindergarten settings; an overview of the evaluation and programming system; an environmental survey form; and copies of blank forms. References accompany each chapter. (JDD)