What is your educational background?

I hold a B.A. from the University of Tennessee at Martin ('75). I have completed 48 graduate hours from the University of Kansas, Emporia State University, and Loyola College of Maryland, mostly in Early Childhood and Special Education. I will complete a Masters of Education this summer ('99) at Loyola. In addition I hold two Montessori certifications for the Primary level (ages 2 1/2 to 6); one from the Association Montessori International and one from the Montessori Institute of America.

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

I worked as a paraprofessional for the Flint Hills Special Education Cooperative (FHSEC) for eight years, assisting special education teachers in self-contained classrooms and supporting regular education teachers and special needs students in regular education classrooms. I have attended numerous state conferences over the past ten years, the Inclusion Institute in Emporia (a week long, intensive team building program), and many inservices for USD 253. I served as a member of the Inclusion Team and the Child Study Team for one of the USD 253 elementary buildings and the Behavior Disorders Study Team for the FHSEC. I served on the Professional Development Task Force for the FHSEC as well. I am also the mother of three children who have had friends of varying abilities and physical challenges. Inclusion has always been an important issue for our family.

What is your job role?

I am the lead guide for one of the Primary classrooms at Raintree. Special needs students are included in our classroom, which means working closely with the Special Education Coordinator, various therapists and sometimes practicum students who act as facilitators. Most importantly I act as a guide to the child and as a member of his/her team I work alongside other professionals in working with the family.

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

My role in working with the students with special needs is the same as with all the other children: to guide them along a path leading to their greatest possible potential. I am a member of a team working with that goal in mind for each child. There are just more meetings and paper work with the children that are "included."

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

My role in working with children has not really changed. I've had to become a more efficient manager of my time, making time for team meetings. I've had to try to put Montessori pedagogical principles in a nutshell for practicum students and try to make them feel included while at the same time guarding the independence of the children and not letting extra, well- meaning adults in the classroom become an obstacle to their development. It gets to be a tricky balancing act.

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

I had no qualms about participating in an inclusive program. I've always thought it was just the right thing to do. I am especially blessed to be able to be at Raintree, where the staff is so deeply committed to the best possibly prepared environment for ALL children. I do struggle at times with meshing Montessori principles that I hold dear and the time and schedule restraints that present themselves when there are numerous service providers that are responsible for working with the child so many minutes each week.

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

We all make compromises and the children are still smiling so we must be doing the right thing. Knowing that all these people love these children and are committed professionals gets us through all the trials and tribulations of scheduling services.

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

Inclusive services, especially at the early childhood level, help us to raise a generation of people that value and respect all people, no matter what they may be challenged with. We must never again segregate children on the basis of age or handicap and we must strive to provide an environment in which each child can develop to his or her own greatest possible potential. Integrating children of different ages and abilities can teach ALL children lessons of compassion and generosity. When gleaned during the formative years, these lessons last a lifetime. Perhaps we can even raise a generation of teachers for whom inclusion won't even be an issue. It will be an accepted way of life.

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

When my second son (now 15) was in preschool he announced at supper one night that we had to build a ramp up to our front porch so that his friend, who has spine bifida and uses a walker, could "walk" into his birthday party and not have to be carried up the steps. "I really don't think he likes that very much," he told us. Such friendships are crucial to both my able son and his physically challenged friend.