An Inclusive Classroom to Be Admired

A Colleague I Admire...this is easy.
Miss Andrea teaches a fully inclusive classroom in Vermont that has five students with disabilities. She weaves the best research-based practices for students with autism within an integrated, inclusive classroom that works for all students with and without disabilities. She incorporates discrete trial learning, DIR®, and video modeling, alongside with visual supports and scripted stories to help support her students progress. She uses many of these techniques, as well as the Picture Exchange Communication System (PECS) with a student who has Down Syndrome. She does have a lot of support staff, often up to four classroom assistants, but she also makes sure they have common planning time and they all know what all of the kids goals are form week to week. They work together to choose the best strategies to and activities through which to reinforce the skills each child is practicing.
I have worked with Andrea since 2005 as a coworker. We have presented on inclusive practices at many conferences together. She is extremely organized, where I am quite scattered. She is a linear thinker, where I am a creative throw spaghetti at the wall kind of thinker. She is often quiet and contemplative, where I am a total extrovert. But, don't cross her on her beliefs about inclusive practices...she lives it and sees its power and knows it works and she will defend it loudly. Her students make such amazing progress because she believes she can unlock the key to each and every one of them. She can figure out how they learn and how they can connect with their peers. While I hold these same beliefs, she has shown me the way with so many of my students over the years. 
She is on a mission, and is one that I have joined her on the ride, she wants all Higher Education programs to offer dual certification in early childhood education and special education. It is what she had as a program when she went to Lesley College in Massachusetts. In reality, since there is no compulsory education for preschool children, young children with disabilities are in placements with early childhood educators that have no special education background. If every early childhood education program required some coursework in special education, it is possible the workforce may be more prepared to serve these children where they get their early care and education.