What is your educational background?
I have a B.S. in Elementary Education and a Certificate of Completion for the Management Series at the University of Nebraska-Lincoln.

What other experiences, or staff development has prepared you for inclusion?
I have a nephew with Down's Syndrome, and I worked on the Children's Museum exhibit, "Celebrating Abilities."

What is your job role?
I am the manager of the program.

What is your role regarding the inclusive component of the program?
Integration of children and families into our program, development of staff support systems, and integration with other community services.

How has your role changed or have you adapted your role as it relates to the inclusive program?
I've always felt that we looked at children with individual needs, and when you think of it that way, all children have special needs. Thus my role hasn't really changed.

What were your biggest concerns about participating in an inclusive program?
I wasn't concerned. I looked at it as an exciting challenge and a way to stretch out program and staff.

What were your experiences related to these concerns once inclusive services were implemented?
Our biggest challenge is getting accurate data from families, up front, so a plan can be developed and initiated when the child starts in our program. Sometimes that initial struggle to understand is difficult.

What do you see as the benefits of moving toward inclusive services?
The benefits are overwhelming. The teachers feel good about themselves because they have stretched their horizons, and the other children in the program look at all children as valuable participants to our team.

Can you offer one or more anecdotes that you feel illustrates the benefits of inclusion?
One teacher, prior to getting a child with special needs, was very wary and insecure about the possibility. Since the child was a preschooler and had been with us since infancy, she has seen and heard from others about the struggles and successes, but felt she'd not be able to continue to select multiple options for transition including home visits, visits to the public school Early Childhood Special Education classroom, and resource materials on the condition. A support team of center staff and management was formed and the staff member could call for the group whenever needed.

The first months were still difficult for her as she built confidence in her skills. Successes came in small doses and all the staff welcomed her sharing anytime. The transition o needy, inability slowly transformed into confident competence. She began to champion the cause for others getting special needs children in their classrooms. She found specific strategies for her child that she could share with substitutes and she coached them to build their confidence. When asked today about the most significant event in her teaching career, she will reply, "Allison!" The smile accompanying that name says it all.