What is your educational background?
BS in Ed.- University of New Hampshire at Keene SP.ED. PK-1 2; EL.ED. K-6 M.ED.- Rhode Island College; Early Childhood; ECSE Birth to 7 yrs.

Other experiences, staff development that prepared you for inclusion.
My first year in this position, we began the year with training to strengthen our teaming skills. Towards the end of the year, we had another workshop that supported our team processing skills and helped us look at the past year in order to improve on the next year.

Other positions held were: Kindergarten Teacher with 4 SPED children included in my program. Teacher of a 3 yr. old inclusion program at a daycare. Inclusive 4 yr. old class in a regular ed. setting. Resource teacher: LD- pullout program; K-5

What is your job role?
I work in PreK, K and 1st grade classrooms; sharing time with our Paraprofessional according to the needs of the children with special needs. We work to enhance the ability for children to meet IEP goals within the structure of the regular class setting. I manage and monitor IEPS, through teacher training and support. Other job roles are: to learn from all professionals on the team, work with parents through guidance and support, to make adaptations to curriculum and strategies that will benefit ALL children. Often I am the first to introduce a behavior program to a child; then model it for the teacher and paraprofessional. The intent is for the teacher and child to be able to continue the plan. An inclusion teacher's job is well done, when she can step back and see things happen without her.

What is your role regarding the inclusive component of the program?
See above.

How has your role changed or have you adapted your role as it related to the inclusive program?
As far as the children with IEPs are concerned, I find that I stand in the background more often than I was used to when I was the sole teacher in the class. I let them receive support from their peers or learn from each other, whenever possible. I find that teaching ALL children how to support the program- through behavior and appropriate interactions- really goes a long way. Children learn from children and my role now has an added dimension. Often, I can set-up situations and monitor from afar, or become involved in a less intrusive or less threatening manner than children in self-contained rooms seem to need.

What were you biggest concerns about participating in an inclusive program?
That I would miss "my own" classroom or that I couldn't be all that was needed in each of the different classroom programs. ECSE inclusion teachers must "wear" different hats and play different roles and practice flexibility all at the same time. I was concerned about the process of being an honest and open team. I did not want to become a glorified teacher assistant and I did not want the program to become a pull-out program.

What were your experiences related to these concerns once inclusive services were implemented?
I've learned to appreciate other teacher's insights and perspectives and have learned from my colleagues. I sometimes do miss a classroom of my own; but in the end, I know that the children are the reason for the program and it is they who benefit most this way. The adults have been harder to work with, but we will continue to build our relationships and trust. That's what a team does.

What do you see as the benefits of moving toward inclusive services?
Typical children learn lessons for life such as compassion, patience, sharing, all people have value in this life and that it is togetherness, not pity and separation that will eventually be an important force in an improved society.

The ability to carry out suggestions from all therapists, in the normal setting of a childþs day and the opportunity for all children to benefit from smaller group lessons, varied strategies and teacher personalities, can of course, not be overlooked. Inclusion is an opportunity for the entire school to grow as a team.

Can you offer one or more anecdotes that you feel illustrate the benefits of inclusion?
Children want to be like their peers and follow the same expectations. Our goal is to show them the rewards of that type of intrinsic reinforcement. There are many times when a whole class cheers on the growth of one child, even without teacher cues! The peers will notice it first and show their excitement. Children will model the characteristics of kindness, respect, excitement and hope for each other, if that is the climate of the classroom community.