This practicum designed and developed a program to implement a reverse mainstreaming model of inclusion for 7 toddlers (ages 1 to 3) with disabilities (Down syndrome, profound mental retardation, cerebral palsy, neurofibromatosis, stroke, and hearing impairment) and 3 of their typically developing peers. Emphasis was on the provision of appropriate peer role models for toddlers with disabilities and the encouragement of an appreciation of children with differing abilities by typically developing children. The program was provided within a community day care facility. Analysis of pretest and posttest test scores (on the Early Intervention Developmental Profile) before and after 3 months of program implementation revealed that the program's seven children with disabilities improved in their social/emotional and language scores. The program's three typically developing children also showed increased social/emotional scores and no regression in other developmental domains. All families expressed appreciation for the program, felt it had been beneficial for their children, and wished to see it continue. Appendices include the parent survey form, teacher/therapist interview questions, interview questions for parents of typically developing children, the family satisfaction survey, sample newspaper publicity, the consent form, and a discipline statement. Contains 85 references. (Author/DB)