Bonnie, from Bright Futures replied:
Yes, my daughter is small for her age and couldn't put her feet on the floor when she pottied. I mentioned this to her teacher. They very next day, they had put a bench in front of the toilet to rest her feet on.

Also, because of her small size, Emily was unable to ride the tricycles. Her occupational therapist looked for several months to find an eight inch trike. This program is truly individualized.

Brianna's Mom, from White replied:
I have been concerned with the fact that after Brianna completes first grade, then what happens from there? Does she still need IEP classes? And if so, where can she receive them? I have written to the Senators asking that they keep the funds for these programs going because it is a blessing to have them. Children are benefiting from these programs. I have received one letter from a Senator saying that she has a child herself that has a development/comprehensive delay and she is fighting to keep the funds. This is important because it effects the children that need help. The parents can teach children with disabilities to a certain extent, but then the teaching needs to come from an outside source so they get more meaning and understanding from it. I hope that in the future more inclusive programs are implemented into other schools, because the population is growing everyday and lifestyles are changing and unfortunately, out children will be the ones to suffer if they don't get all the resources that are available to them.

Christian's Mom, from Barkley replied:
As mentioned previously, every comment, concern, or question has been promptly and appropriately answered in writing or in person. One of our first concerns was that Christian would have too many transitions during the day (daycare to school, and back, etc.). Everyone at the center planned and prepared for what turned out to be a very smooth transition. Christian looks forward to his special routine. The entire staff was very open to communicating with us.

Debbie, from Bright Futures replied:
Otey's behavior. His teacher and I have a reward system for Otey's "good" behavior and it works for him and others. Also the teacher and the paraprofessionals are very patient and show him love and consistency, and he needs that.

Devon, from White replied:
As a matter of fact, my biggest concern has happened just recently. White Elementary that Devin attends now is just preschool through first grade. Since Devin will be going into the second grade next year we have to find him a new school. How shocked I was to find that not very many schools have the inclusion program. We have worked too hard and too long to back track now. I immediately went to a meeting and voiced my concern to the IEP team and immediately they had the ball rolling. They were on the phone to schools, trying to locate the ones doing inclusion. I have since visited over four schools and think I have found a school that I pray will be another "White Elementary". Each time I went to visit a school one or two of Devin's IEP teachers would go with me and help me to ask questions. Once again I was never alone or just on my own. The support system through this program and school is beyond words.

My family has truly been blessed with the support from the teachers at White Elementary. They have all become a part of our lives. I've seen first hand what this program can do for special education students. I only have a heavy heart for those parents who are out there that feel they have no hope or no one to turn to. I think of those children who could really excel if only given the chance to participate in the inclusion program. Once again, parents need to get involved and don't take no for an answer. There are "Angels" out there just like the ones we found at White that will forever have an impact on Devin and our lives. My dreams are to come back to White someday and congratulate each and every one of the teachers and show them what a successful life Devin has made for himself.

Jane, from St. Ben's Preschool replied:
My great concern is transition to public school full time. Inclusion is good if the staff is trained and willing to take the time to know and appreciate my child's strengths and weaknesses. Otherwise a child may not reach his greatest potential. I would not want my child in a classroom where the resources are not there and the teacher really would rather that my child not be there either. To address this concern I have talked with his current teacher and his future kindergarten teacher. I do not want my son to have come so far in his development to be hindered by resources.

Kevin and Tony, from St. Ben's Preschool replied:
At the beginning of this school year, I had concerns about promises that were made to our family for a personal paraprofessional in Katie's classroom. That service was later removed. Although we were disappointed, the staff at St. Ben's and USD 500 sat down with us to create an IEP that would meet Katie's needs and our concerns without the use of a personal paraprofessional. There have been other minor issues, but the staff at St. Ben's and USD 500 have always responded quickly to our concerns, and they have always been addressed in a professional manner.

There is no question that the quality of care and instruction that Katie has received while a student at St. Benedict's is the primary reason for her continued advances in development. As working parents, the majority of programs available to children with special needs simply are not an option. Most are only half a day, provide no transportation, or day care services. Katie's a very passive child, and our concern with conventional day care is that she would be stuck in a corner, virtually ignored. Not intentionally, but because there is simply not time, resources, or understanding on the part of the providers to provide the additional instruction and attention that Katie requires.

In addition Katie is not a child that transitions well (does any child?) and the disruption in her day for transportation to another facility for day care, would not be in her best interest. The added benefit of on-site therapy (OT, PT, Speech) also allows the therapists to incorporate their recommendations into the classroom's daily plan. For example, all the children in Katie's classroom, as well as the instructors try to use sign language with Katie. There are also stick drawings all around the classroom to facilitate her speech therapy.

It is unfortunate that all other special education programs, especially those serving preschool age children cannot or do not adopt St. Ben's global inclusive approach.

Kim, from Barkley replied:
Yes, when we were dealing with some particular behaviors, we worked closely with the teachers so that we would be consistent in our actions and reactions and worked as a team to address the problem.

Mary, from Bright Futures replied:
Yes, about her speech. By talking to me in depth about everything they are doing with my child and how she is reacting to it all.

Stephanie, from St. Benedict's Infant/Toddler Program replied:
I think he will learn to pick up on what others are saying.

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