摘要：This study examines the effects of project approach to promote social development of children with and without disabilities in inclusive classrooms. Participants in this study were 22 children with disabilities and 86 children without disabilities enrolled in 4 classes at two inclusive daycare centers. The experimental group implemented the project approach and the control group followed a traditional early childhood curriculum. An ANCOVA was conducted with mean difference scores in pre- and posttests between experimental and control groups. Significant differences between control and treatment groups existed in social development of children without disabilities,but no significant changes were found in children with disabilities. From the findings,we inferred that the project approach is an effective curriculum model for inclusion. Implications for classroom practices and recommendations for future research were suggested..
