Sure, yeah. So I am an Occupational Therapist, by trade. And I've been an OT since 2001. Again, so it's been long time. And I always wanted to work in, in pediatric practice with children. So I sort of took all courses in that space and took up a job and pediatrics and school based practice in Arkansas, and then moved around and ended up in California in 2008, when I started working in the school system, and I was hired by the Santa Clara County Office of Education, and I worked with them for 13 years. And during the course of my practice, as an OT in the school, so the county office of education, as well as I should say they they helped me grow my roots in this space. And I work predominantly with students with extensive support needs, should say exclusively with students with extensive support needs, and this is way back many years ago. When so that the the way the schools were set up in the Bay Area, California in Santa Clara County, which is the Silicon Valley is that the school districts are many school districts are very tiny. Some are big, some are tiny, but when they are unable to provide FAPE for an appropriate public public education, they would seek help from the county, which was like a third party organization that would combine students from a bunch of different districts and open up a classroom within one of those school districts, one of those public schools that we were but the school the classroom was a county program. So we were still within a school campus, a public school campus, but we weren't usually did not belong to that particular school district. We had students from other school districts and we also had site based centers or centers exclusively for students. You know, with autism diagnoses or students with orthopedic impairments, so there are some sites that are specific to their disability categories, medically fragile programs. So I you know, I worked there for five years in the beginning, you know, traditional ot practice going from different schools helping students in that classroom meet their IEP goals. But there were many incidences I should say that sort of set a light bulb going for me. I teachers would have some of the teachers would have this inclusion time where they would have kids from Gen Ed come into our classrooms and, you know, hang out with our kiddos. And we would have these inclusion days and inclusion times inclusion activities. Oh, it's inclusion time for this kid, they have to be taken to that particular PE session, whatever and brought back. So once one, one interesting story that I like to share is when one of the teachers would invite kids from fourth and fifth grade come into our cater to self contained. We call them as DCS or special day class in California to come into our classrooms and the kids hung out with our little kids with disabilities. And there was one student who was just enamored by these girls who would come in from fourth grade and he would follow them and he just loved interacting with these kids who were sort of giving him a lot of attention and noticed enjoying their company. And we'll be working with a student I'd been I had been serving the student for a long time from all the way from preschool and he had come a long way from not wanting to touch anything to You know, not even walking at that point, when he started with us. And he had come a long way, there was one thing we still were struggling with helping him to feed himself, he just refused to feed himself. There really wasn't any physical, you know, limitation with feeding himself, but he just waited for somebody to feed them. So one day, these kids, these girls from fourth grade came in and sat with him and looked at him and like, Hey, Jimmy, his name is not Jimmy, I'm just saying, Jimmy, I have yogurt, too. Let's eat. And so and he was like, oh, yeah, let's see that he sits with with these girls and starts feeding himself, like he's been doing it forever, was like, Oh, my gosh, all it took was that social context for him to be with his peers, to to just start feeding himself, he just wanted to impress them, or I suppose I just wanted to feel he was part of, of that group. So that really opened my eyes. And after that incident, I should say that I started noticing this more and more and more, there were times when in the presence of their peers, our kiddos did so much better or seem so much more engaged in activities. And so I started looking into involving kids without disabilities in my session, in my ot session, and I really didn't know a lot about inclusion at that at that point. But sort of organically, I realized that this is so much more impactful than any other traditional ot approaches that I have been using in the past, just having that peer support peer relationships can make a huge difference for my students. So that sort of became my focus. And I started doing programs within the Middle School campus where that's when the segregation sort of becomes wider, and our kids hardly ever had any time with their peers. So I collaborated with the Gen Ed Leadership, the elective teacher, and we had ongoing programs where the kids would come to our program, and we would have gardening activities going on. And, you know, a lot of things. So our team and the agenda team collaborated and did stuff, and it was probably the most fulfilling part of my job was beyond working on, you know, traditional therapy, this just made so much more impact, and it's so truly represented who I am as an occupational therapist. So I felt this is where I want to focus my attention on and I just became obsessed with that space, I should say. And at that point, I only thought about social inclusion. And I said, Okay, I want to go explore further, I want to investigate the space more and started my PhD journey in occupational therapy at Texas Woman's University, only to find out that our literature is so limited in the space in an inclusive participation. And so I really had to jump into the education literature to enhance my knowledge. And starting off with social inclusion, I evolved, I should say, very soon to understand that you cannot separate social and academic inclusion, even the very definition of social inclusion involves interpersonal relationships and community participation, and what is community participation in school, being able to access all that students without disabilities are able to access as well, right. So they just cannot be separated. So that that sort of set me on this path of exploring inclusion and making that happen in the lives of the students that we serve in schools.