VARIABLES AFFECTING ENGAGEMENT IN INCLUSIVE PRESCHOOL CLASSROOMS

This study applies multilevel data analysis to explore variables assoc iated with engagement in inclusive community-based preschool settings. Data were analyzed at 2 levels: within and between classes. Results i ndicated that most of the variance (89-95%) in children's engagement w ith peers, with adults, and with activities occurred at the within-cla ss level. Disability status did not predict engagement, but activity c haracteristics were significantly related to engagement. Another varia ble, co-teacher team characteristics, was also found to be a significa nt predictor of engagement, but to a lesser extent. The findings are d iscussed in terms of their implications for inclusive preschool classr ooms using the co-teaching model.