What is your educational background?
Wichita State University graduate in 1978 with BA in Elementary Education and Certification in Early Childhood. Early childhood Special Education endorsement added within the next few years as well as Administration K-9, Early childhood Supervision, Early Childhood Special Ed Supervision and Adult Education Coordinator Certification.

Other experiences, staff development that prepared you for inclusion.
Special Education workshops and seminars, general child development training, on the Job training with knowledgeable staff. Three years as supervisor of prekindergarten programs including ECSE responsibilities specifically related to Head Start needs and interim ECSE coordinator responsibilities with USD 259 in the absence of a Coordinator.

What is your job role?
I am the principal at White Elementary. I facilitate learning opportunities for children, support staff on a daily basis, listen to, support and encourage parents, serve as parent/teacher/student liaison, coordinate budgets, hire and supervise staff with the assistance of other staff, do all the other needed jobs that assist with the smooth operation of our building. You name it, Iþll try to do it.

What is your role regarding the inclusive component of the program?
I attend team meetings on a weekly basis, assist with building schedules that support inclusion, monitor classroom enrollment, supervise special education operations and processing, work with parents, encourage staff, serve in support capacities with children and share information about our program throughout the district and otherwise whenever possible.

How has your role changed or have you adapted your role as it related to the inclusive program?
When I came to this building the program was already in place, so my job was to support it in any way possible. I see the model as another part of the appropriate educational methods that should be in place for young children. Since I have been an early childhood educator for 20 years, this model was a natural extension.

What were you biggest concerns about participating in an inclusive program?
The main issue is one of getting appropriate staff for the rooms. Staff people who are team players, flexible with schedules, open to ideas of others and supportive of the needs of young special needs children. Not everyone has a classroom style that is conducive to working in a program of this type.

What were your experiences related to these concerns once inclusive services were implemented?
Some people in the program have stayed with it and served as role models and mentors to others. These people have taken on strong leadership roles and train others when possible. Other staff have tried the program and found that it did not fit their classroom management style. It is important to give staff the opportunity to opt out of the program if they are not happy. As new staff are hired for our building It is our hope to bring in staff that will support and willingly implement the program.

What do you see as the benefits of moving toward inclusive services?
The benefits are phenomenal for all children served. Regular education children have the opportunity to work with special education staff when they are in the classrooms so they receive extra support. Special needs children feel a part of a class, and do not have to miss class time being pulled out to receive services. Learning occurs in a natural educational setting where the strengths of all children are shared and the challenges of all children are nurtured. Special needs children have the opportunity to see other children with skills they can model as well as share their own positive skills with others. Regular education children learn that everyone has strengths of some type and everyone also has challenges. Patience and tolerance are more likely to be learned at this early age when all children are treated fairly and with care and compassion.

Can you offer one or more anecdotes that you feel illustrate the benefits of inclusion?
A particular staff person who had been teaching for 17 years, was hesitant to enter the inclusion program. After observing others for four years he decided to give it a try. Mid way through the school year he told me, "I can't imagine why anyone wouldn't want to do this, it's great for the kids" Parents who have enrolled their children in our program come to us with many different expectations. Many of them have come from smaller, non-inclusive programs and are a little scared about a big school. In all cases, parents, have opted to leave their children with us and have felt very comfortable with the progress made. Most parents also request that their children remain in our program throughout the first grade year, even if we are not the base school. Parents often tell us how much progress is made by their children and how great our model is. Another staff person, new to our building as an ECSE teacher admitted that she was a little concerned about the expectations placed upon children in our program. She had come from a non-inclusive environment and did not, at first, feel our children were capable of the strides that she later observed. She admitted that the children were performing well above the level she would have expected, because they saw other children and followed their lead. She also felt that the children probably would not have made the same gains in another environment. People come from across the state to visit our program and the comments have always been very positive.