What is your educational background?
I have my M.A. in Hispanic Studies, a M.A. in Speech Language Pathology, and graduate courses in Autism and Play Based Assessment.

What other experiences, or staff development has prepared you for inclusion?
Working as a SLP with children in a self contained classroom, where there were no peer language models, and then working with these same children as they were gradually included in regular preschool class and comparing the increase in language development when around typically developing peers to the lack of development when segregated.

What is your job role?
I give direct speech/language services and supervise students. I consult with classroom teachers, Occupational therapists, physical therapists, and psychologists on children with IEP's and on children suspected of having special needs. I participate in evaluations (speech/language and playbased). I assist in setting up programs for children with autism.

What is your role regarding the inclusive component of the program?
I assist in placement of children with special needs in classrooms, in securing paraprofessionals and special equipment, arranging transportation, and in consulting with parents and teachers as to progress and any special needs.

How do teachers receive extra training?
Consultants are brought in, workshops are given by staff or other professionals, conference attendance is encouraged, a lending library of special needs books is available.

Do teachers help children with disabilities and typically developing peers become friends?
Yes, the teachers help all the children learn how to be friends to each other.

How are parents of children with special needs included to participate and get involved with the school?
They are invited to all meetings, encourages to volunteer, and at times they are asked to participate in discussions on children with special needs and/or inclusion.