Chelie, from White replied:
I have the opportunity to be more involved with the curriculum. We are able to implement interventions, throughout the day and across the curriculum, to provide children with more natural settings to practice new skills.

Carol, from Barkley replied:
It hasn't changed much. . . it probably makes it easier because the progress in the children with language concerns has been so good with more typically developing children's language models.

Laura, from St. Ben's Infant/Toddler replied:
I haven't had a change because all of my experience has been within inclusive settings. You have to get to know each team member and know their level of comfort with assuming your role (and yours in assuming theirs). You need to adapt lessons to the classroom and classroom routine.

Renee, from Bright Futures replied:
I have not really changed since I have always worked in inclusive programs.

Sarah, from Tri-County replied:
I am more involved in the daily planning, getting to know all students to a greater degree, getting to know teachers to a greater degree, changing therapeutic approaches, changing data collection, changing IEP (individualized Education Program) objectives.

Sharon, from Raintree replied:
My role has changed because the profession knows that we are not the only "person" that can effectively implement therapy techniques to meet IEP objectives. Especially in Early Childhood, the parent is our best therapist, advocate, and enthusiast! I have been involved in more consulting, checking progress, and suggesting changes.

Suzy, from Barkley replied:
I have always served children inclusively to some extent. I don't feel I've had to change my role but rather I have more opportunities to use and share my knowledge in the areas of speech and language.

Tasha, from St. Ben's Preschool replied:
I have adapted my large group lessons to include a chance for everyone to participate and learn something.

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