To be honest, it wasn't something that like it was this aha, that's actually I think, part of the writing process. So when I went into writing this book, it was more for therapeutic reasons. I didn't expect it, you know, I needed to process this experience that had been, you know, three years, two years since, you know, the passing of Javon and I think I was just coming to a place just both professionally and personally where I was like, this is this is something I need to talk about. And as I started to unpack it, I think I started to be able to articulate the ideas now the turning point, professionally because I'd said, you know, earlier that I, when I left the self contained classroom, I did say it might be good for some children. I think it was during the second half of the 2012 2013 school year, when I saw as I saw how children without disabilities, were growing, and benefited from this experience, and even furthermore, how appreciative parents were to see their children being inclusive, but I could see the correlation between their child's success and their child being kind to everyone in the class and, you know, creating a sense of belonging and welcoming, Javon and welcoming, you know, the other children, of whom I've given new names, remember, what did I call them in the book, I, when I saw how beneficial it was to children without disabilities, how beneficial it was to the families, how beneficial it was to the children with disabilities, even the children who don't have IEP s children who are just disabled by the curriculum, I, it became clear to me that no child should be I mean, this is, in my mind, it was neglectful to not in early childhood of all places, not provide children with the opportunity to thrive and grow. And to a certain extent, thinking back to, you know, I can look back on my experiences in the self contained classroom. And, I mean, it was on many aspects, it was degrading, like, the children at the end of the hall in the classroom, like, nobody deserves that. And it reinforces a lot of these internalized messages. I think parents have, you know, bringing their kids to a classroom that's self contained, versus bringing their kids to a classroom that's inclusive. It creates a different level of, of energy for me as an instructor, as a teacher is instructed nicking College, me as a teacher, as parents. And so, yeah, that turning point was really at the end, or was the middle of the school year as I saw everybody growing together?