Bailey, D.B., & Winton, P.J. (1989). Friendship and acquaintance among families in a mainstreamed day care center. Education and Training in Mental Retardation, 24, 107-113.

Bredekamp, S. (1991). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (expanded). Washington, DC: National Association for the Education of Young Children.

Bricker, D., & Woods Cripe, J. J. (1992). An activity-based approach to early intervention. Baltimore: Paul H. Brookes.

Cohen, U., Beer, J., Kidera, E., & Golden, W. (1979). Mainstreaming the handicapped: A design guide. Milwaukee: University of Wisconsin, Center for Architecture and Urban Planning Research.

Edelman, L. 39 ideas for involving parents in programs for young children. Handout from workshop.

File, N., & Kontos, S. (1992). Indirect service delivery through consultation: Review and implication for early intervention. Journal of Early Intervention, 16(3), 221-235.

Giangreco, M.R., & Putnam, J.W. (1991). Supporting the education of students with severe disabilities in regular education environments. In L. H. Meyer, C.A. Peck, & L. Brown (Eds.), Critical issues in the lives of people with severe disabilities (pp. 245 - 270). Baltimore: Paul H. Brookes Publishing Co.

Guess, D., Horner, R.D., Utley, B., Holvoet, J., Maxon, D., Tucker, D., & Warren, S. (1978). A functional curriculum sequencing model for teaching the severely handicapped. American Association for the Education of the Severely and Profoundly Handicapped Review, 3, 202-215.

Guralnick, M.J. (1978). Early intervention and the integration of handicapped and nonhandicapped children. Baltimore: University Park Press.

Guralnick, M.J. (1982). Programmatic factors affecting child - child social interactions in mainstreaming preschool programs. In P.S. Strain (Ed.), Social development of exceptional children (pp. 71-92). Rockville, MD: Aspen.

Guralnick, M.J. (1990). Major accomplishments and future directions in early childhood mainstreaming. Topics in Early Childhood Special Education, 10(2), 1-17.

Holvoet, J., Guess, D., Mulligan, M., & Brown, F. (1980). The individualized curriculum sequencing model (II): A teaching strategy for severely handicapped students. Journal of the Association for the Severely Handicapped, 5, 337-351.

Hutinger, P.L. (1981). Transition practices for handicapped young children: What the experts say. Journal of the Division for Early Childhood, 2, 8-14.

Johnson, J.E., & Johnson, K.M. (1992). Clarifying the developmental perspective in response to Carta, Schwartz, Atwater, and McConnell. Topics in Early Childhood Special Education, 12(4), 439-457.

Kansas State Board of Education. (1992). Collaborative teaming for inclusion-oriented schools: A resource manual. Topeka, KS: Author.

Klein, N., & Sheehan, R. (1987). Staff development: A key issue in meeting the needs of young handicapped children in day care settings. Topics in Early Childhood Special Education, 7(1), 12-27.

Osborne, S. C., Kniest, B. A., Garland, C. W., Moore, D. D., & Usry, D. O. (1993). Special Care Curriculum and Trainer's Manual. Lightfoot, VA: Child Development Resources.

Peck, C.A., Hayden, L., Wandschneider, M., Peterson, K., & Richarz, S. (1989). Development of integrated preschools: A qualitative inquiry into sources of resistance among parents, administrators, and teachers. Journal of Early Intervention, 13(4), 353-363.

Sailor, W., Halvorsen, A., Anderson, J., Filler, J., & Goetz, L. (1990). Phase I: Mainstreaming young children with disabilities. In W. Sailor, A. Halvorsen, J. Anderson, J, Filler, and L. Goetz (Eds.), Elements of community instructions: Methods and research. Baltimore: Paul H. Brookes.

Salisbury, C.L., & Vincent, L.J. (l990). Criterion of the next environment and best practices: Mainstreaming and integration 10 years later. Topics in Early Childhood Special Education, 10(2), 78-89.

Smith, B.J., & Rose, D.F. (1993). Administrator's policy handbook for preschool mainstreaming. Cambridge, MA: Brookline Books.

Thompson, B., Wickham, D., Mulligan Ault, M., Shanks, P., Reinertson, B., Wegner, J., & Guess, D. (1991). Expanding the circle of inclusion: Integrating young children with severe multiple disabilities. Montessori Life, 1, 11 -14.

Thompson, B., Wickham, D., Wegner, J., Ault, M., Shanks, P., & Reinertson, B. (1993). Handbook for the inclusion of young children with severe disabilities. Lawrence, KS: Learned Managed Designs, Inc.

Thousand, J.S., & Villa, R.A. (1992). Collaborative teams: A powerful tool in school restructuring. In R.A. Villa, J.S. Thousand, W. Stainback, & S. Stainback (Eds.), Restructuring for caring and effective education: An administrative guide to creating heterogeneous schools (pp. 73-108). Baltimore: Paul H. Brookes.

Wolery, M. and Wilbers, J. (Eds). (1994). Including children with special needs in early childhood programs. Washington, DC: National Association for the Education of Young Children.

York, J., Vandercook, T., Caughey, E., & Helse-Neff, C. (1988). Does the "Integration Facilitator" facilitate integration? Minneapolis: University of Minnesota, Institute on Community Integration.