Chelie, from White replied:
I soon realized that "I" couldn't solve all of the problems, and I didn't have to. There was now a team of people that would work together to find solutions. I never needed to worry about the children. Not only did they learn, they learned more than I expected they would. Their social language skills improved dramatically and their peers were the best teachers.

Carol, from Barkley replied:
The inclusive of 50-50 that is in the Barkley afternoon setting has resulted in consistent and impressive language changes for the children with language concerns. All of the peer models have their own unique way of stimulating and encouraging other children to communicate. They are so motivating by their presence to language experiences for other children.

Lana, from Bright Futures replied:
Timing is very important and most of all objectives can be worked on within the classroom setting.

Laura, from St. Ben's Infant/Toddler replied:
I've learned that if I explain what I'm doing and why to other team members, my anxiety about my own performance is somewhat alleviated. That explanation also allows other team members to assume my role in my absence. About completing a lesson, I've learned that sometimes you have to let that lesson go and in its place, be creative about making naturally occurring events become learning opportunities.

Renee, from Bright Futures replied:
That children greatly benefit from being with their peers and receiving services in a natural setting.

Sarah, from Tri-County replied:
Data has become more than numbers and slashes on paper. The observations of many through interview and questionnaires has made the numbers not as important.

Sharon, from Raintree replied:
My concerns or problems never materialized- as a team, you can always find a way for a child to participate in various activities. You need to be willing to try different strategies if you are not meeting with success initially..

Suzy, from Barkley replied:
In my current placement, the teaching staff is ideal - 100% collaboration, consultation, and co-teaching takes place. I have worked with teachers who were resistant to me in the classroom; if you adapt your style to meet the teacher's needs (not always ideal for the kids) you can get your "foot in the door" to start serving children in the classroom.

Tasha, from St. Ben's Preschool replied:
Classrooms run smoothly if you are prepared and have lots of fill-in activities to keep the children's attention. Preparation in meetings gets easier as you get to know each others strengths and weaknesses. During planning, identify who is responsible for what.

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