What is your educational background?

B.S. from KU 1971. I am working on a Master's degree in Special Education.

Other experiences, staff development that prepared you for inclusion.

When I began my career, I worked on a Bureau of Education demonstration project to develop model programs for early childhood and infant programs. I worked most recently for Northeast Kansas Special Education Coop traveling to inclusive programs around Northeast Kansas.

What is your job role?

I am an occupational therapist and primarily work with young children on fine motor and self help skills. If a child does not require physical therapy, but has gross motor needs, I might also address those concerns.

What is your role regarding the inclusive component of the program?

Whenever possible, I use the Montessori materials available in the setting to accomplish my objectives. I also consult with staff regarding adaptations, equipment, and modifications to the environment or process. I also meet regularly with parents and the rest of the team to review program, problem solve, update on programming, etc.. If environmental modifications are needed, I might make them, order them, install them, or consult on the installation.

How has your role changed or have you adapted your role as it related to the inclusive program?

When I began practicing 26 years ago, it was in a school for children with disabilities. The parents brought the children to our facility and all therapies and classrooms were in one location. I worked with one team of therapists and there was constant communication. With inclusion, I go to the places the children are, interact with many people, and fit into many philosophies.

My role has become one of consultant more than direct service in many instances.

What were you biggest concerns about participating in an inclusive program?

I think role release and the fact that I have less time with the children are my biggest fears. Because I am in so many settings, I do not always feel I have enough time to follow-up on suggestions and when very small, subtle changes can make a tremendous difference in response or effect, I worry I will not be able to respond to those as effectively as I would like.

What were your experiences related to these concerns once inclusive services were implemented?

I continue to see this as a problem when our caseloads continue to grow. Teachers are well-prepared to address many needs, but I still think the neuromuscular perspective can sometimes add a piece that will help to understand and problem solve a child's specific needs.

What do you see as the benefits of moving toward inclusive services?

The benefits for the child with a disability are in the areas of role models, various experiences, acceptance, and preparation for life experiences. For the typically developing child, the benefits include a knowledge of handicapping conditions, an acceptance of children who are different, and an opportunity to see ways to serve another person.

Can you offer one or more anecdotes that you feel illustrate the benefits of inclusion?

I think one of the important benefits of inclusion is that parents can choose the preschool situation that most closely fits their family philosophy and orientation for their child. When a child is in a preschool that provides support in the areas in which he needs support and freedom to use his strengths, he often blossoms.

We have been excited to see how some of the children who have cerebral palsy with good intellectual abilities have fit in well with the typically developing children at Raintree. Verbal skills have been improved. They are motivated to try motor tasks which other children are doing. They are accepted for their abilities and encouraged in their challenges.