This article summarizes a qualitative research study sponsored by the Virginia Department of Education. Recommendations to the department to promote more opportunities for preschool integration were elicited from focus group and individual interviews with representatives from 11 Virginia school divisions that were providing integrated preschool programs. Recommendations included the provision of written information, staff development, changes in current personnel preparation, financial support, and state-level actions that emphasized interagency coordination. The Department of Education used these recommendations to develop and implement a systematic plan to influence the initiation and ongoing success of integration at the preschool level. A discussion of this plan and its applicability to systems-change efforts in other states is included.Preschool integration means supporting preschoolers with disabilities in a variety of educational settings with same-age peers without disabilities. Although the literature clearly identifies the legislative, philosophical, and empirical arguments favoring educational integration, as well as documents repeated demonstrations in the past decade that these programs can be implemented effectively (Guralnick, 1990), integrated preschool programs continue to be the Address:

A modified 36-item version of the Disturbing Behavior Checklist was used to examine the dimension of frequency in teachers' judgments about willingness to tolerate inappropriate behaviors in regular classrooms. Two samples of clinical teachers were asked to respond to the scale developed to explore this dimension: teachers in regular classes judging for themselves and special education teachers predicting how the generality of regular teachers might respond. The two groups differed on only 4 of the 36 behaviors. Three additional questions about tolerance of the addition of seriously emotionally disturbed children to mainstream classes were posed and no significant differences between groups were found. It was concluded that teacher opinions on these questions are worthy of respect and that the dimension of frequency of behavioral disorders should be examined in subsequent research.