Educational background

I received my Bachelor's degree in Early Childhood Education and Master's degree in Early Childhood Special Education/Severe Multiple Disabilities from the University of Kansas. I hold Primary certification(2 1/2 - 6) from the American Montessori Society (AMS).

Other experiences, staff development that prepared you for inclusion.

I currently am a consultant for the State Department of Education, the Inclusive Network of Kansas. The focus is inclusion and resources for students with severe multiple disabilities. I have attended the Kansas Inservice Training System (KITS) summer institutes. On the job experience has also prepared me!

What is your job role?

I teach a 21/2 to 6 year classroom and coordinate the inclusion of students with disabilities into my class and other rooms in the school. I also supervise practicum students and para support personnel placed in classrooms to support inclusion.

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

I assist classroom staff by providing resources, doing standardized testing, aiding in data collection, and aiding in IEP implementation and monitoring. I am casemanager for all students with more than speech only IEP's.

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

In the beginning, I was a teacher concerned with only my classroom and my students. Now I provide support to other staff and students, as well as, continuing to teach full-time. The special education coordinator role evolved as the school's inclusion program developed and became recognized. This role includes the "paperwork issues" surrounding a student with an IEP, as well as providing support for all areas surrounding the inclusive process, including personnel and classroom issues.

Inclusion has meant I have had to do "consulting" for children not in my room and support staff not in my room. I'm much busier!

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

None really. . . it was so long ago. . . I was too young and naive to be scared. One big concern was adding non-Montessori trained staff to the classrooms.

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

For the most part, extra staff have been very beneficial. We add staff to a classroom based on the needs of the class. Our goal is to reduce support as the child's independence increases. Occasionally, having an extra staff person has been distracting for the children or created false dependence. In these instances, removing the extra help from the classroom, which was initially uncomfortable for the classroom staff, in the long term was the best solution. Of course the decision to place extra staff rests ultimately with the classroom teacher, although the team may have input into the decision.

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

When you teach in an inclusive class, you become a better teacher for all students. It forces you to look at individual needs. Additionally, you are exposed to and learn from therapists and support personnel. I am convinced our staff are better teachers because of our inclusion program. Additionally, there are many well documented benefits for children with disabilities and their peers. Finally, I think it is the right thing to do morally. I want to be a living example for my own children and the children in my classroom by demonstrating that all people have value, can contribute, and be an accepted member of society.

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

As "J." who has severe disabilities, was coloring with her friend, she was working on using gaze to indicate preference. The peer held up two crayons and let J. make her choice. She carefully watched J.'s eye movement, put the crayon in J.'s hand and they colored together. A few minutes later, J. Yawned. The peer, recognizing body language as communication just as we taught her exclaimed, "Oh J. must be tired of blue. She just yawned." This is a small example of the true friendships that develop among children in inclusive classrooms. With no adult help, J. and her friend communicated and worked together toward the common goal of creating a picture. This moment could have never happened without inclusion.