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As a center, we are constantly meeting with each other, and this is important too, as a staff, around what is our philosophy on inclusion, and how can we make it more successful through out the year. We just recently started having those parent forums around what is inclusion, and we start doing it earlier in the year. Because five years ago we had a problem where a bunch of families in a classroom wanted us to ask another child and family to leave the center. They started to write letters to us, and they were talking to the teacher and the director, saying that this little boy shouldn't be here because he did things that were too unsafe. So we met just with that classroom of families. I led a discussion. Before the meeting itself I sat down with the father of this little boy, and told him that he didn't have to attend this meeting, but I thought it would be important that he did. I told him why, and I told him that he'd sit right next to me. That I would field any complaints about it, and I prepped hi, saying these are some things that might come up. They might say the he shouldn't be here, that you're not doing you job as a parent, things that I had already heard the other parents saying about this father and about this child. I wasn't sure what this meaning would look like when it started, because it started off with the families just listing their complaints. Part of it is, as the meeting began we realized that we needed to make sure we're doing everything we can to keep their children safe. When this boy would get upset he often would throw blocks, so we listed a few things that we do in the classroom to help the other children be safe. And not so much how we're helping this child because even though we are had a lot of things in place to help this child that's not really the concern of the other families unless the parent wants to share that information. It was more about how we're keeping children safe in general in the classroom, and steps that we have based on the dynamics of the classroom. Not so much based on this one little child who was having difficulty. As the meeting went on, the father felt really comfortable to start saying that he wanted to remind the families that this is a little boy, he is only a four-year-old boy, and some of the things he's having a hard time with. After that discussion switched a little bit then they saw this child more as a child than a behavior. [36:00] Because a lot of times as soon as there is a safety concern a lot of families see the child just as behavior, as opposed to a little boy still. And how can we help that little boy with this frustration, whatever it happens to be. By the end of the meeting, the father called me the next day and said that parents were calling him on his cell-phone apologizing for the way they had initially seen this piece, and they worked together as a community in the classroom to help the child be able to express his frustration in a more appropriate way for the classroom. Then we found it really important, let's have these meetings right away about what is inclusion. Because a lot of families come here knowing that we are all about inclusion, but don't always know what that means. Because that word means a lot of different things, and it has a lot of levels to it. So having a meeting early to talk about what we see that has been really helpful.

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