Children in early childhood classrooms (i.e., preschool through early elementary) who engage in persistent challenging behaviors often show social-emotional delays and are at risk for grade retention, referral to intervention or special education, and long-term educational and societal consequences. The social-emotional delays children with persistent challenging behaviors have could impact play skills, emotional regulation, and social interactions with peers. These skills impact their ability to function within their classroom environment. However, if the classroom teacher is able to promote a socially inclusive classroom environment that integrates children into the classroom community, ensure equitable and active participation in social activities with typically developing peers, and promote reciprocal and positive relationships with peers and adults, children who engage in persistent challenging behaviors may be more successful in school, and have more positive outcomes. The purpose of this paper is to identify ways to create a socially inclusive environment for children who engage in persistent challenging behaviors and/or who have social-emotional delays or disabilities.

幼儿教室中的孩子（即，从学龄前到初中的孩子）从事持续的挑战性行为，通常会表现出社交情感上的延迟，并有保持年级，转介干预或接受特殊教育以及长期教育和社会后果的风险。持续具有挑战性行为的孩子的社交情绪延误可能会影响游戏技巧，情绪调节以及与同伴的社交互动。这些技能会影响他们在课堂环境中发挥作用的能力。但是，如果课堂老师能够营造一个包容社会的课堂环境，使孩子们融入课堂社区，请确保与发展中的同龄人公平，积极地参与社交活动，并促进与同龄人和成年人的互惠和积极关系，长期坚持挑战性行为的孩子在学校可能会更成功，并获得更多积极成果。本文的目的是确定为持续存在挑战性行为和/或具有社交情感延迟或残障的儿童创造社会包容性环境的方法。