Liz, from Tri-County replied:
At an inclusive center, the day care provider followed through with the visual picture schedule developed by ECSE personnel, day care personnel, and a parent with an autistic student. The visual picture schedule provided a means of structured communication for the student. Picture schedules have been found to be helpful in working with autistic children in helping them to organize the events of the day. The day care provider was able to offer suggestions for improving the program, and the team then revised the schedule to better meet the student's needs. As a result, the student has improved significantly in his ability to use the visual schedule and maintain appropriate participation in his day care program.

One particular student, who may not have otherwise been exposed to typically developing peers in a social contest, was able to establish and maintain friendships with a number of students in his class. This was evidenced in by the other children inviting to be involved in their play and through their inclusion of him in social conversation.

Nancy, from Barkley replied:
A few years ago, a child with disabilities (orthopedic, cognitive, language) and a typically developing child became friends in our classroom. One day, as the typically developing child (Tory) was helping the other child (Dillon) remove his coat and hang it in his "cubbie," Dillon took his first steps "on his own." Tory ran around the corner into the main part of the room where the children were beginning to be seated at the snack tables and shouted, "Hey, you guys, Dillon's walking!" As Dillon walked (with Tory's help) to his table, the children burst into clapping and cheers. I will remember this moment forever. Many of the parents commented to me later about their children coming home to tell them the wonderful news about their FRIEND, Dillon.

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.

Paula, from Bright Futures replied:
Communication, team work, collaboration. pooling resources, and being organized are some of the key components of a successful inclusive program.

Renee, from White replied:
Children want to be like their peers and follow the same expectations. Our goal is to show them the rewards of that type of intrinsic reinforcement. There are many times when a whole class cheers on the growth of one child, even without teacher cues! The peers will notice it first and show their excitement. Children will model the characteristics of kindness, respect, excitement and hope for each other, if that is the climate of the classroom community.

Sharon, from St. Ben's Infant/Toddler replied:
I Worked in a home-based setting with twin boys who had behavior problems. They hit, kicked, bit, tantrumed and pushed each other and adults around. They were 2 1/2 years old and had about five words each. Now after being in an inclusive program, they seldom display any of the behavior problems, they talk in short sentences and they anticipate and stick to their daily routine at school. The change has been almost miraculous!

Tina, from St. Ben's Preschool replied:
My first year I had an inclusive classroom I had a boy who was mentally and physically disabled. He would crawl around the room. We would sing a song called "Funny Clown". The song requests a funny trick or skill. Each child would take a turn and do a trick. At first this boy was put through a trick such as clapping hands. A lot of other children were into doing somersaults. After watching this for three or four months this little boy heard his name sung and he attempted to do a somersault by himself. All this time we thought he wasn't paying attention to the other children, but he was.

I also had a child with PDD in my classroom. At this time we had a dramatic play center where we were acting out and role playing what would happen at a grocery store. We had pretend money, groceries, cash registers etc. This boy, "Joe," loved the cash register and that is the role he always played. After role playing this for four days, we walked to the grocery store to purchase fruit which he had to find. With assistance from a teacher, he picked out his fruit, went to the cash register, and handed the lady his money. He said, "money," the clerk took it and replied, "thank you." He grabbed his bag and walked out. He initiated and carried out this interaction by himself. I believe by watching his peers and pretending in the classroom he was able to do this interaction all by himself.

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