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216 Including Special Populations providers and interventionists can systematically revise and improve inclusive programs for this age group. Even while this research is being conducted, however , the demand for inclusive programs for young children will continue to grow. For these reasons, inclusion for young children with disabilities promises to be one of the most stimulating and challenging fields in education and human services during the next decade. REFERENCES Beckman, P. J. 1983. The relationship between behavioral characteristics of children and social interaction in an integrated setting. Journal of the Division for Early Childhood 7:69–77. Bredekamp, S., ed. 1997. Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, D.C.: National Association for the Education of Young Children. Bronfenbrenner, U. 1979. The ecology of human development: Experiments by nature and design. Cambridge, Mass.: Harvard University Press. ———. 1989. Ecological systems theory. In Annals of child development, ed. R. Vasta, 6. New York: JAI Press. ———. 1995. Toward a research design for Early Head Start: Assessing intervention under siege. Unpublished manuscript, Cornell University, Ithaca, New York. Bruder, M. B., P. Deiner, and S. Sachs. 1990. Models of integration through early intervention /child care collaboration. Zero to Three 10:14–17. Burstein, N. D. 1986. The effects of classroom organization on mainstreamed preschool children. Exceptional Children 52:425–34. Buysse, V. and D. B. Bailey, Jr. 1993. Behavioral and developmental outcomes in young children with disabilities in integrated and segregated settings: A review of comparative studies. Journal of Special Education 26:434–61. Carnegie Corporation. 1994. Starting Points: Meeting the needs of our youngest children: The report of the Carnegie task force on meeting the needs of young children. New York: Carnegie Corporation. Colorado Department of Education, Early Childhood Special Education Unit. 1991. Douglas County Pilot Integration Project. Denver: Colorado Department of Education, Early Childhood Special Education Unit. Deiner, P., and L. Whitehead. 1988. Levels of respite care as a family support system. Topics in Early Childhood Special Education 8:51–61. Deutsch, F. 1983. Child services: On behalf of children. Belmont, Calif.: Brooks/Cole. Diamond, K. E., L. L. Hestenes, and C. E. O’Connor. 1994. Integrating young children with disabilities in preschool: Problems and promise. Young Children 49:68–75. Diamond, K. E., W. Le Furgy, and S. Blass. 1993. Attitudes of preschool children toward their peers with disabilities—a year-long investigation in integrated classrooms. Journal of Genetic Psychology 154:215–21. 217 Infants, Toddlers, and Preschoolers with Disabilities Dunst, C. J., J. Lesko, K. Holbert, L. Wilson, K. L. Sharpe, and R. Liles. 1987. A systematic approach to infant intervention. Topics in Early Childhood Special Education 7:19–37. Dunst, C. J., C. M. Trivette, and A. G. Deal. 1988. Enabling and empowering families: Principles and guidelines for practice. Cambridge, Mass.: Brookline Books. ———, eds. 1994. Supporting and strengthening families: Vol. 1. Methods, strategies and practices. Cambridge, Mass.: Brookline Books. Eiserman, W. D., L. Shisler, and S. Healey. 1995. A community assessment of preschool providers’ attitudes toward inclusion. Journal of Early Intervention 19:149–67. File, N., and S. Kontos. 1993. The relationship of program quality to children’s play in integrated early intervention settings. Topics in Early Childhood Special Education 13:1–18. Gallagher, P. G. 1997. Teachers and inclusion: Perspectives on changing roles. Topics in Early Childhood Special Education 17:363–86. Gemmel-Crosby, S., and J. R. Hanzlik. 1994. Preschool teachers’ perceptions of including children with disabilities. 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