Chelie, from White replied:
I worried that all of the children's needs would not be met in a regular education classroom. I was also concerned that I would not be able to solve all of the problems that would occur.

Carol, from Barkley replied:
I didn't have concerns because I believe in language models of all kinds for children, and children relate so well to their peers. Teachers have usually been able to provide language opportunities during stories so that peers don't always answer first.

Lana, from Bright Futures replied:
That maybe all the goals and objectives are not worked on or met.

Laura, from St. Ben's Infant/Toddler replied:
My concerns included performing my job in front of an audience and not getting all the things I'd planned done due to natural distractions.

Renee, from Bright Futures replied:
Concerned that services may not be as effective in the classroom.

Sarah, from Tri-County replied:
Seeing and maintaining progress
Attributing progress to the therapeutic means
Data collection
Maintaining communication w/ teacher and parents

Sharon, from Raintree replied:
That a child, placed in an inclusive setting, would be unhappy and be unable to participate because the team could not adapt the curriculum or materials to meet the child's needs.

Suzy, from Barkley replied:
Lack of cooperation by the classroom teaching staff.

Tasha, from St. Ben's Preschool replied:
The size of the classroom (18 children approximately), the time involved in team meetings and planning, and teaching roles being less defined.

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