Integrated Day Care as Special Education

Abstract

Thirteen Handicapped Children's Early Education Program (HCEEP) day care programs that enrolled both handicapped and nonhandicapped youngsters collaborated in this descriptive research. Profiles of program characteristics were obtained through telephone surveys of day care administrators. Child profiles (n = 45) were generated through the use of two clinical judgment scales that assess staff perceptions of child developmental and behavioral status. The program characteristics surveyed included information on agency sponsorship, special children enrolled, legally regulated characteristics, logistics, family involvement, inservice training, and administrative satisfaction. Clinical perceptions of child status revealed that a wide range of developmental competencies had to be accommodated. Overall, a difference of at least one clinical category distinguished the handicapped and nonhandicapped groups. Discussion and implications for day care as an option for exceptional preschoolers are presented.