What is your educational background?
I am a high school graduate.

What other experiences, or staff development have prepared you for inclusion?
I worked four years in a regular ECSE classroom.

What is your job role?
Assisting the teacher in the classroom, assisting in room preparation and preparation of class materials, and working and playing directly with the children.

What is your role regarding the inclusive component of the program?
Working and playing with the children on an equal basis. Encouraging and helping when necessary. Treating all students with the same respect and expectations.

How has your role changed or have you adapted your role as it relates to the inclusive program?
It has not changed much at all. Having more "peer models" actually makes it easier, children learn from other children, I feel.

What were your biggest concerns about participating in an inclusive program?
I was concerned that the "flow" of the classroom could be disrupted by the actions or even the special needs of some of the ECSE students.

What were your experiences related to these concerns once inclusive services were implemented?
They were totally unfounded. Even when we have as many as five specialists at one time working with one student, the "flow" of the classroom runs smooth. If the children are curious, we tell them how to help or that they may just watch and it quickly turns into just another classroom activity.

What do you see as the benefits of moving toward inclusive services?
MANY! The children with disabilities gain tremendously with so many peers to observe and play with. The other children learn very early that "different" is not bad, they learn patience, and I feel, become more compassionate, caring, and especially tolerant of others.

Can you offer one or more anecdotes that you feel illustrate the benefits of inclusion?
One day we went for a walk with the class. One of our girls has cerebral palsy and was having trouble keeping up. We wanted her to walk so one of the Head Start boys said, "Here, take my hand. I'll help you!" She did and made it all the way!

One of our boys has profound cerebral palsy and every day there is heartwarming interaction between him and our students. For example, while he is lying on the floor on his wedge, two or three of the children will play with him, bring him toys and help him out. Often they will be teaching as well. They may say, "Here, would you like a blue car or this red one." Or they will hold it close and say "reach for it." We see interactions with all the children like these every single day! It's great!