Preschool children with disabilities have a potential risk for problems in the development of social skills and peer interactions. Several studies (Spicuizza 1991, Odom & McEvoy 1988, Honig & McCarron 1987), have indicated that an integrated setting and proximity to typical peers is not sufficient in building social skills, facilitating emotional development, and promoting interactions with typically developing peers. Without adult intervention, typically developing peers are more likely to select other typical preschoolers as playmates rather than preschoolers with disabilities (McGee, Paradis & Feldman 1993, Beckman 1983).

Intervention strategies can be categorized into environmental arrangements, child specific interventions and peer-mediated interventions. Environmental arrangements include components such as limiting the actual play space or number of children in a play area, analyzing the nature of the toys or play activity, and mixing the children developmentally. Child specific interventions focus on the child with the disability, such as teaching the child eye contact, smiling, turn taking and sharing. Also the other children may be involved by being prompted to join in an ongoing activity in which the child can practice social skills. Peer-mediated intervention activities involve teaching the typically developing peers to initiate and maintain social interactions with the student with disabilities. The following section provides specific suggestions for facilitation of communication and social interaction between children.