What is your educational background?
I have a BS in elementary education and a master's in Early Childhood. I am certified to teach Early Child Special Education.

What other experiences, or staff development has prepared you for inclusion?
I have inservice training as well as professionals educated and trained in the area of inclusion came and spoke to us. The experience of implementing IEP's in community settings has also helped in the preparation.

What is your job role?
I am responsible for my student's receiving services indicated on her/his IEP (Individualized Education Program). I provide resources in different inclusive programs depending on the needs. What is your role regarding the inclusive component of the program?
I and my paraprofessional provide direct services for our children in community settings such as daycare's and the Head Start program. I share information with the Head Start teachers and daycare providers about the child's programs, strategies to use, problems and possible solution to those problems.

How has your role changed or have you adapted your role as it related to the inclusive program?
Instead of having a self-contained classroom as I once did, I now go to different inclusive settings bringing ideas, books, materials, etc. to the inclusive centers. Occasionally I have taught lessons as well as read stories to the group.

What were your biggest concerns about participating in an inclusive program?
Some of my concerns included the success of working the objectives into the time schedules of community programs, making sure the children received direct service time according to their IEP's, working on skills that contradict program's curriculum or philosophy.

What were your experiences related to these concerns once inclusive services were implemented?
I found that many of the daycare providers were helpful in making accommodations for my students and through problem solving could work through most program curriculum differences.

What do you see as the benefits of moving toward inclusive services?
The special needs students have the opportunity to participate in group activities with their peers, developing friendships and imitating typical skills of children without disabilities.

Can you offer one or more anecdotes that you feel illustrate the benefits of inclusion?
At an inclusive center, the day care provider followed through with the visual picture schedule developed by ECSE personnel, day care personnel, and a parent with an autistic student. The visual picture schedule provided a means of structured communication for the student. Picture schedules have been found to be helpful in working with autistic children in helping them to organize the events of the day. The day care provider was able to offer suggestions for improving the program, and the team then revised the schedule to better meet the student's needs. As a result, the student has improved significantly in his ability to use the visual schedule and maintain appropriate participation in his day care program.

One particular student, who may not have otherwise been exposed to typically developing peers in a social contest, was able to establish and maintain friendships with a number of students in his class. This was evidenced in by the other children inviting to be involved in their play and through their inclusion of him in social conversation.

A Day in the Life of Liz

A Schedule
8:00: Meet with staff and paraprofessionals, make phone calls, prepare materials for the days
8:30: Site visit 1
9:30: Site visit 1
11:00: Site visit 2
11:30: Lunch
12:30: Site visit 1, Circle Time
1:30: Site visit 1, Self select time when many of the IEP objectives are focused upon
2:30: Site visit 1
3:30: Visit with site teacher, if needed, and go back to the office to check messages and return working folders.

B Schedule
8:00: Meet with staff and paraprofessionals, make phone calls, prepare materials for the days
8:30: Daycare
9:30: Daycare
10:30: Daycare 11:00: Site visit 2
11:30: Lunch
12:30: Site visit 1, Circle Time
1:30: Site visit 1, Self select time when many of the IEP objectives are focused upon
2:30: Site visit 1
3:30: Visit with site teacher, if needed, and go back to the office to check messages and return working folders.

This is reflective of a typical day. However, this is subject to change such as phone calls, IEP meetings. Also in addition to this schedule, changes include screening once a month and inservices.