• Community Program Director
  Meet Amy and Shirley who are directors of two community childcare programs.
• Special Education Administrator
  Cindy, Julie and Pam each have a unique role as an administrator of special education.

Teachers:

• Assistant Teacher/Para Educators
  Eleven assistants in five different programs have provided responses which describe their roles and responsibilities in the early childhood classroom.
• Early Childhood Teacher
  Nine teachers who work in community early childhood programs have completed interviews which describe their roles in an inclusive classroom.
• Early Childhood Special Education Teacher
  Seven early childhood special education teachers describe their unique roles in serving one or more inclusive classrooms.

Parents:

• Parents of Children with IEP/IFSP's
  Twelve parents from 6 different programs provide insightful information about their experience with inclusive programming for their children.
• Parents of Typically Developing Children
  Eight parents tell about how they feel the inclusive program has had an impact on their child who does not have any special needs.

Support Personnel:

• Art Therapist
  A professional who is trained to provide therapeutic art for students with exceptionality. The art therapist may participate in the comprehensive evaluation process to assist in determining a student's disability through the art process, or may provide services that enhance the student's skills in the areas of academic, perceptual motor, and verbal/nonverbal communication.
• Audiologist
  Professional educated in the study of normal hearing processes and hearing loss. The audiologist determines if a person has a hearing loss, what type of loss it is, and how the person can make the best use of remaining hearing. If a person can benefit from using hearing aids or other assistive listening systems, the audiologist can assist with the selection, fitting, and purchase of the most appropriate aids and with training in their effective use.
• Disabilities Coordinator
  A Head Start person who is designated to manage the services for children with disabilities. The disabilities coordinator arranges evaluations, works with parents, assists program staff, provides the needed training and information, and assists in the transition of students to different programs.
  
• Family Services Coordinator
  Sharon a family services coordinator in an infant/toddler program responds to questions about her role.
• Music Therapist
  A professional who is trained to use music to affect the restoration and maintenance of mental and physical health. The music therapist may participate in the assessment process, goal formation, program development, and program implementation to enhance skills in the areas of communication, social/behavioral, preacademic and academic and perceptual motor, and verbal.nonverbal communication.
• Nurses
  Nurses have a vital role in education because a child who is not healthy may not have energy for learning
  
• Occupational Therapist
  Georgie, Melinda, Pat and Robyn tell us about their part in the inclusive learning environment.
  
• Physical Therapist
  Carol and Robbie tell us about how physical therapy is delivered to children in each of their inclusive programs.
  
• School Psychologist:
  Jim describes how his role as a school psychologist is a part of the inclusive program.
• Speech/Language Pathologist
  Meet several speech and language pathologists who work in inclusive settings.
  
• Social Worker:
  Nancy and Pamela tell us about their work in an inclusive program.
• Teacher of students with hearing impairment
  A certified teacher who has received training in methods to assist students with hearing impairments.
• Teacher of students with visual impairment
  A certified teacher who has received training in methods to assist students with visual impairments. The teacher of the visually impaired may provide assessment fo a child's visual function, visual training, independent skills training, and additional training necessary to activate visual motor abilities.
  
• Transition Facilitator
  Chelie tells us about facilitating the transitions of children from one program to another.