An analysis of the role played by developmental levels, quality of peer interactions, and exposure to incidental teaching--a strategy involving teacher-child interaction, based on the child's existing engagement, that expands the child's participation or encourages the use of more sophisticated behavior--on the amounts of time children with disabilities spent in each of five categories of engagement, based on repeated observations of 61 preschoolers with disabilities who attended 31 toddler and preschool inclusive classrooms in and around a medium-large Southeastern city