What is your educational background?

I have a Bachelor's degree with a physical therapy certification and I am certified in NDT for pediatrics. I have attended a variety of conferences on education and inclusion.

What other experiences, or staff development has prepared you for inclusion?

I have 15 years in educational settings including 7 years at the Capper Foundation working on intensive educational programs for students with severe physical impairments in preparation for inclusion.

What is your job role?

My role is to develop student's functional mobility in the school environment. I monitor equipment needs and orthopedic/neurological status of students. I also consult with classroom staff on positioning needs and switch access for assistive technology needs.

What is your role regarding the inclusive component of the program?

The same, working within the classroom activities.

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

I have become more flexible. The ability to flow with the flow of the class, activities.

What were you biggest concerns about participating in an inclusive program?

That the student's program would become "para" run or driven. Students with severe physical impairments with near normal cognitive abilities would have a greater emphasis on social, rather than academics in their programs. Assistive technology requires more individual training than inclusion often allows. Another fear I had was the one-on-one para support would promote "learned helplessness:" with developed reliance on adult supervision and help.

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

In some cases my concerns have been fulfilled and in some they have been alleviated. It seems to be dependent on the individual personalities of both the para and the certified staff involved and how much energy they expend on both training and the student's program adaptations.

What do you see as the benefits of moving toward inclusive services?

The motivation for learning and improving classroom performance provided by the typical peers.

Can you offer one or more anecdotes that you feel illustrate the benefits of inclusion?

This year I observed a Kindergartner with physical impairments for the most part watching while others colored. I interpreted it was a passive behavior due to her disability. However, yesterday when I came into the classroom she was concentrating on controlled coloring and staying within the lines of the black letter. She looked up and said, "Carol, I am doing my work." What looked like passivity may have really been learning motor control by observing her friends. Her para was appropriately across the room because she did not need help.