As previously mentioned in this manual, collaboration is the key for successful programs and inclusive experiences. The community preschool should define their level of involvement, roles and responsibilities prior to the enrollment of a student with disabilities. This needs to be done in collaboration with the school district and mutually agreed upon by both agencies. From there, inservice options can be discussed. The staff can determine what topics should be covered and in what order. Topics of inservice interest may include behavior management strategies, strategies for including children with disabilities, information on specific medical conditions, and general inclusion philosophy. Other strategies for providing staff information include articles and other written materials, videotapes on the topic, and on-site demonstration and instruction. On-site instruction may be viewed as the best alternative for some sites due to limited financial resources to pay for inservice time outside of the school day or to provide substitutes. It has been our experience that providing ongoing support and continued on-site demonstrations have been highly valued. Another helpful strategy is to have the child and family visit the preschool prior to actually starting school. This visit assists in reducing staff fears and concerns, and helps to reassure the child and family.

Another concern frequently expressed is the number of staff that enters the classroom. Some strategies that have reduced those concerns about the number of adults include; selecting times that are least disruptive, explaining the need of each person working in the classroom, introducing all the related service staff, and making sure the related service staff spend some time at planned meetings with the community preschool staff.