What is your educational background?
B.A. 1990, French M.A. 1996 Speech Language Pathology both at KU. CCC awarded in 1997.

What other experiences, or staff development has prepared you for inclusion?
I've worked in classrooms and homes with Head Start, Suzanne K Green Speech Pathology Services. I've worked closely with parents, siblings, classmates and teachers during my time with Wyandotte County Infant/Toddler services.

What is your job role?
Diagnosis and treatment of speech-language disorders. Communication with parents, teachers, team members regarding treatment goals and methods. Lesson planning.

What is your role regarding the inclusive component of the program?
I see a student within the context of his infant/toddler classroom. I've discussed motivators and behavior with his teacher and day care provider ( as well as treatment methods)

How has your role changed or have you adapted your role as it relates to the inclusive program?
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.

What were your biggest concerns about participating in an inclusive program?
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.

What were your experiences related to these concerns once inclusive services were implemented?
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.

What do you see as the benefits of moving toward inclusive services?
Inclusive services are effective and functional, because part of inclusion involves working with and training other team members(and being trained regarding their role), benefits of any therapy can be extended well past your allotted time period per week per month.

Can you offer one or more anecdotes which illustrate the benefits of inclusion?
I love to use siblings and peers to model the behavior I intend to elicit. I stress to parents and teachers to expect the sibling or peer to do what you're trying to make your target child do. For example, I make all kids use signs or words when requesting, not just the kids "in speech therapy". All the kids learn. All the kids get feedback/praise. The Speech-language kids don't get singled out. It's good for everyone's self-esteem.