. A number of important features that have been identified with effective preschool mainstreaming programs can be related to the teacher, the prepared environment, and the materials. These features generally include the teacher's respect for the child and keen observational skills, the focus on choice and autonomy, the child-oriented design of the setting, and the inherently interesting and functional materials. Following is a brief overview of program characteristics that have been found to be particularly important for successful inclusion.

• The program philosophy promotes acceptance and respect of each child.
  A program philosophy that places emphasis on approaching a child first as a child is essential for inclusion to be successful. While all good educational programs propose to respect children, Special Education has a tradition of teacher-directed rather than the child-centered instruction more common to early childhood education. Highly teacher-directed approaches are particularly predominant in the education of children and youth with severe and profound disabilities. Attention to the child's disabilities can sometimes overshadow an appreciation for the child as a individual person who deserves to be valued and respected.

• Teachers employ sensitive child observation and children are afforded multiple opportunities to make choices and to initiate their activities.
  Many children with severe and profound disabilities have not developed an understanding of basic cause-effect relationships. From infancy everything has been done for and to them; it is, unfortunately, easy to treat a child who does not speak or move independently more like an object than a person with preferences and an individual nature. The ability to observe and to "tune into" the child's actions and ways of communicating is essential for providing young children with severe disabilities meaningful opportunities to initiate and choose activities.

• A program is designed and equipped to meet individual needs across a diverse group of children while fostering cooperative interactions.
  A mix of age groups naturally creates a range of developmental levels within one classroom and can diminish the differences that children with disabilities could present to a very homogenous group of young children. Mixed-age groups also facilitate cooperative interactions which emerge from children assuming roles of teachers and helpers for their classmates. Classrooms with diverse groups of young children must have materials which meet individual needs. An appropriately equipped environment includes many materials and opportunities for activities that are either completely appropriate or readily adaptable for meeting the instructional needs of preschoolers with severe disabilities.

Thompson, B., Wickham, D., Wegner, J., Ault, M. M., Shanks, P., & Reinertson, B. The process of instruction: Facilitating participation of young children with severe disabilities in mainstream early childhood programs. (1993). Lawrence, KS: Learner Managed Designs Inc.