What is your educational background?
I have a Master's degree in speech pathology and an endorsement in early childhood. I have worked in the ECSE program since 1986 in an itinerant role and as a classroom teacher.

What other experiences, or staff development have prepared you for inclusion?
I have teamed with wonderful teachers who share valuable information from a variety of disciplines with me. I learn so much from them and from parents who share concerns with me.

What is your job role?
Providing speech/language services to children through direct intervention with children, consultative work with home visits and with teachers, and teaming with classroom teachers.

What is your role regarding the inclusive component of the program?
I interact with all children just as the classroom teacher does. Individual intervention is saved for children with speech/language needs.

How has your role changed or have you adapted your role as it relates to the inclusive program?
It hasn't changed much. . . it probably makes it easier because the progress in the children with language concerns has been so good with more typically developing children's language models.

What were your biggest concerns about participating in an inclusive program?
I didn't have concerns because I believe in language models of all kinds for children, and children relate so well to their peers. Teachers have usually been able to provide language opportunities during stories so that peers don't always answer first.

What were your experiences related to these concerns once inclusive services were implemented?
The inclusive of 50-50 that is in the Barkley afternoon setting has resulted in consistent and impressive language changes for the children with language concerns. All of the peer models have their own unique way of stimulating and encouraging other children to communicate. They are so motivating by their presence to language experiences for other children.

What do you see as the benefits of moving toward inclusive services?
Children are great models for each other at centers or activities where a teacher isn't always there to facilitate.

Can you offer one or more anecdotes that you feel illustrates the benefits of inclusion?
Peers offering other children choices to encourage language. Telling other children to "use your words" thereby encouraging verbal language. I've heard children "prompt" others in a way that they've heard an adult model. Children offering each other reminders that "it's your turn," or even giving phonemic cues or touch cues for children who are working on specific sounds. Children are so helpful to each other.