Maximizing peer-mediated resources in integrated preschool classrooms

The inclusion of young children with special needs has been a predominant t opic in early childhood special education in the past 25 years. Despite con siderable advocacy and public policy, the instructional resources provided in integrated preschool settings continue to present a dilemma for many pro fessionals and families. Although an abundance of research indicates that p eers can be functional and potent resources, some studies have suggested th at placement in integrated preschool programs does not always enhance the s kills of preschoolers with disabilities. This article describes four charac teristics that might be associated with the optimal use of peer-mediated pr ocedures in integrated preschools: comprehensive in the skills and activiti es that they address, intensive or large scale in application, practical an d acceptable to teachers, and effective for producing intended outcomes. Pe er-mediated interventions with these characteristics may ensure that presch oolers with disabilities accrue positive outcomes from integrated preschool settings.