Just as early childhood special education teachers have experienced role changes, related service providers (such as occupational therapists, speech language pathologists, physical therapists, etc.) serving children in inclusive settings are also experiencing role changes. One positive outcome has been increased investment and involvement in the classroom by the related service providers. Many times related service providers plan and participate in small groups, whole class activities, center time activities and during other classroom activities (however, removing the child from the classroom and into another area for therapy services may be appropriate at times). Through demonstration and guidance by related service personnel, other classroom staff are shown techniques such as range of motion, language strategies, positioning, dressing skills, gross motor activities etc. that can be incorporated into the classroom's daily schedule. Because there are more opportunities to practice specific skills at functional and meaningful times of the day, skills can easily be generalized to a variety of situations and settings. Thus the intensity of therapeutic benefits actually is increased. While individual therapy contact time of a related service may be decreased or be of a different configuration, the child's needs can be met. In fact, when done appropriately, the benefits of the inclusive setting are numerous and offset the changes in other services.