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This study investigated the influence of social and isolate toys on the social behavior of integrated and nonintegrated groups of preschool children during free play time. Eighteen handicapped and six nonhandicapped children participated. Using a time-sampling technique, data were obtained on the frequency of social behavior. Results showed that under social toy conditions, children engaged in social behavior more often than during any other condition. In addition, the incidence of social play was higher in integrated groups than in nonintegrated groups. Based on the results of this study, toys are conceptualized as a setting event for the social behavior of preschool children. Selection of toys is presented as a viable and nonintrusive method of promoting social interaction between handicapped and nonhandicapped preschool children.

Although Angela is Hispanic, English is her first language. She is, however, the only student of a minority culture in the school, as well as being the only student with Down syndrome in this small rural district. After the meeting with Angela's family, Mrs. Almeida was determined to find a way to include Angela in the class, as well as address the language and social competence concerns. Further, Mrs. Almeida recognized the need to educate all students in her classroom about accepting people from all cultures and ability levels.Mrs. Almeida's concerns and Mrs. Gonzalez's comments about acceptance are not unfounded. Teachers educating students in today's classrooms are facing more diverse populations than in the past (

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