| Sect. 1 | | Early Intervention and Public Policy | | |
| Ch. 1 | | An Inclusive Approach to Early Education | | 3 |
| Ch. 2 | | Federal Legislation: Early Intervention and Prevention | | 34 |
| Ch. 3 | | Inclusive Programs for Young Children | | 65 |
| Sect. 2 | | Likenesses and Differences Among Children | | |
| Ch. 4 | | Normal and Exceptional Development | | 93 |
| Ch. 5 | | Developmental Disabilities: Causes and Classifications | | 118 |
| Ch. 6 | | Sensory Impairments: Hearing and Vision | | 145 |
| Ch. 7 | | Physical Disabilities and Health Problems | | 176 |
| Ch. 8 | | Learning and Behavior Disorders | | 214 |
| Sect. 3 | | Planning for Inclusion | | |
| Ch. 9 | | Partnership with Families | | 253 |
| Ch. 10 | | Assessment and the IFSP/IEP Process | | 285 |
| Ch. 11 | | Characteristics of Effective Teachers in Inclusive Programs | | 329 |
| Sect. 4 | | Implementing Inclusive Early Childhood Programs | | |
| Ch. 12 | | The Developmental-Behavioral Approach | | 357 |
| Ch. 13 | | Arranging the Learning Environment | | 386 |
| Ch. 14 | | Facilitating Self-Care, Adaptive, and Independence Skills | | 423 |
| Ch. 15 | | Facilitating Social Development | | 448 |
| Ch. 16 | | Facilitating Speech, Language, and Communication Skills | | 484 |
| Ch. 17 | | Facilitating Preacademic and Cognitive Learning | | 513 |
| Ch. 18 | | Managing Challenging Behaviors | | 549 |
| Ch. 19 | | Planning Transitions to Support Inclusion | | 587 |
| | | Concluding essay: inclusion in early childhood education: what we have learned and where are we going? | | 613 |
| | More... | | |