Um, I mean, I don't know if the word is better. But I felt like I was kind of a PR person sometimes, you know, and the cheerleader and trying to make sure that they understood that he could do this. And, you know, showing them how to adapt things. And sometimes, I think just with the teachers training, it's just it has to be done this way. And if we do it a different way, maybe it's too easy, or it's not as challenging or we're not teaching them the way we're supposed to. So really trying to change the mindset that we're just removing a barrier. And sometimes every give the example of you know, someone who's blind, and we give them a book and ask them to read the book, and like, well, they can't read it because they're blind and like, well, that's why we give them Braille and That's not a cheat, that's not making it easier. That's making it accessible. And so making sure that the teachers knew we weren't trying to make it easier, we were just trying to make it accessible. So to allow him to be able to engage and participate and access all the different occupations and activities that all the other kids were accessing and engaging in. And I remember in art, I mean, the kids every week, we come over to our table, and apparently, Members, if they were seated to us this week, how's he going to do it? What tool was he using, I mean, they were always so excited to see, he would do the same art project, but maybe the tool was adapted, or, you know, that sort of thing. But they were always so excited, and always so encouraging. And they, he had so many cheerleaders. And I think when you work with somebody who is in a wheelchair, sometimes it's very easy for us to see what they can't do. And so making sure that we, you know, give people information, and show them of their strengths. Because he has so many strengths. And he has is so fiercely independent. He has always from day one, I met him, he wanted to do things on his own, he wanted to be independent. And even though it's difficult for him to use his hands, he's very much a hands on learner. So making sure he still had opportunities to use his hands and, you know, participate in that way that it wasn't like, Oh, he's an art. He's not No, he's going to do this. And he his might look different, but it's going to be his work, it's going to be his art project. You know, it wasn't mine. And sometimes I would take pictures of what the other kids did, and then what he did, just so I could remember how we adapted it, and how we changed it for future students. Just so we could show that this was his project. This was his assignment. And I think, you know, sometimes just based practice, our cases are so high, that we don't have opportunities to do a lot of collaboration. And in his instance, there was a lot of collaboration with all of his teachers. And that did take a lot of time. But that was what was right. That was the right thing to do, to share ideas and share strategies and make things and adapt things so that he could be successful.