Cindy, from White Elementary replied:
A particular staff person who had been teaching for 17 years, was hesitant to enter the inclusion program. After observing others for four years he decided to give it a try. Mid way through the school year he told me, "I can't imagine why anyone wouldn't want to do this, it's great for the kids" Parents who have enrolled their children in our program come to us with many different expectations. Many of them have come from smaller, non-inclusive programs and are a little scared about a big school. In all cases, parents, have opted to leave their children with us and have felt very comfortable with the progress made. Most parents also request that their children remain in our program throughout the first grade year, even if we are not the base school. Parents often tell us how much progress is made by their children and how great our model is. Another staff person, new to our building as an ECSE teacher admitted that she was a little concerned about the expectations placed upon children in our program. She had come from a non-inclusive environment and did not, at first, feel our children were capable of the strides that she later observed. She admitted that the children were performing well above the level she would have expected, because they saw other children and followed their lead. She also felt that the children probably would not have made the same gains in another environment. People come from across the state to visit our program and the comments have always been very positive.

Julie, from Tri-County replied:
A student with primarily behavior concerns, was referred by the day care provider so that she may be better able to care for this child. Initially, services were provided on a pullout basis with consultation to the provider. After approximately nine weeks, significant progress was observed and the behaviors were such that services could be provided within the regular classroom. Parents have been good to follow through with programming in the home and to educate themselves in behavior management.

Pam, from Raintree replied:
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.

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