Liz, from Tri-County replied:
Some of my concerns included the success of working the objectives into the time schedules of community programs, making sure the children received direct service time according to their IEP's, working on skills that contradict program's curriculum or philosophy.

Nancy, from Barkley replied:
I have always been such a believer in inclusive programs that I do not recall having any specific concern. I did wonder if the staff people who had not worked in the special education area would feel as strongly about how beneficial it could be for all the children.

Pam, from Raintree replied:
None really. . . it was so long ago. . . I was too young and naive to be scared. One big concern was adding non-Montessori trained staff to the classrooms.

Paula, from Bright Futures replied:
Whether or not children would be served appropriately and adequately.

Renee, from White replied:
That I would miss "my own" classroom or that I couldn't be all that was needed in each of the different classroom programs. ECSE inclusion teachers must "wear" different hats and play different roles and practice flexibility all at the same time. I was concerned about the process of being an honest and open team. I did not want to become a glorified teacher assistant and I did not want the program to become a pull-out program.

Sharon, from St. Ben's Infant/Toddler replied:
Possibly that working with special needs children would take up so much time that the regular needs children would suffer.

Tina, from St. Ben's Preschool replied:
I wondered how I could meet the needs of ECSE students in such a large, diverse setting. I also wondered what it would be like working with a staff that has such a diverse education. I wanted to make sure that support staff was included in all decision.

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