Kayla's ABA teacher suggested that we put Kayla in the integrated preschool class after winter break. My jaw just about hit the floor. Right now, Kayla is in a severe special needs self-contained class. There are only six kids in the class, and 4 of the kids have a 1 to 1 aide, plus the awesome special ed teacher. None of the kids are verbal, several have behavioral problems.

Which, according to the ABA teacher, is the problem. There's no kids to model good behavior and speech. OK, I get that, but with Kayla's autism, does she even notice the other kids? Would she even be able to model them?

I know part of it is ME. Kayla is just so delayed, but usually she's "just Kayla", except when I see her around typically developing peers, or even other kids with DS. I couldn't even get through the school's Thanksgiving celebration. I had to take Kayla and leave. All the classes (they have 4 integrated classes and 2 self-contained classes) did a song or a poem during the celebration. Well, 1/2 of Kayla's class didn't even make it through being in the loud gym with their autism and sensory issues. The three who were left (including Kayla) couldn't even do their little song -- the aides did everything (the singing, facilitating the hand motions). Even the other self contained class was able to do a song. I just started crying uncontrollably.

Kayla's ABA teacher mentioned that Erin (the other little girl in our area with DS) has always been in the integrated program. Yes, but you'd never know the kid had DS. When the two get together, Erin's doing age appropriate activities and Kayla is licking the floor.

And if I put her in a an integrated program, there is just no way (at this time) that I could walk into her class without seeing how much the other kids are able to do and just breaking down. Kayla can't even hold a crayon for crying out loud, never mind even being able to draw a line or color.

On the other hand, my SIL (who we saw over Thanksgiving) is an SLP at BOCES in Long Island. She really thinks that Kayla needs to be in a self-contained class because she would be overlooked and left behind in an integrated class.

DH and I discussed it, and I think that maybe we might try the integrated program in the summer. It's only six weeks.

I want Kayla to be in the most appropriate placement and I don't want to put any limitations on her. But I just don't know why I can't get over being so upset over seeing her with her typical peers.

_________________
Ecki



MomMom of Kayla (Ds/Autism 4/5/04) and Laurie (PDD-NOS 7/12/01)

Our Blog - Opposite Kids
Kayla's Story http://www.ecki.com/kayla/

I say go with what makes you comfortable. It wouldn't hurt to at least give it a shot though with the integration. If it doesn't work then you can always pull back. I went the opposite way, I had Kallie in full inclusion, then I started having pull outs for Math and Reading, and now she is full time SPED. She just learns better in there so it works for Kallie. But really it's an individual choice, you'll know what's best for your child Good luck with your decision, school stuff is the hardest to deal with!

_________________
Christina
mommy to Kallie(8,DS and diabetes) and Brittany(6)

Ecki

Matt's in a mainstream school. He is way, way, way behind all the other kids in his class. Like you see with Kayla, Matt does many strange things. There'll all learning to read and write, etc. Matt's at a completely different level of ability. The only similarity between him and the other kids in his class are their age!!! Matt spends probably one third of his time doing the same things as his class-mates, and two thirds working on his own things with his aide.

BUT. since he's been at school we've seen huge progress socially. When he was in mainstream nursery we didn't see anything like it, but this year, wow, it's amazing. He's really coming on well. He follows the other children to an extent - his 1:1 aide really tries to encourage him to join in with the other kids, and to play their games, and she takes a step back. Sometimes he does, sometimes he doesn't. But, he's now, once or twice, actually initiated a game of chase, and will play, yes PLAY, with the others in the playground - OK, it's on his terms, but he'll do it.

For ages, I thought what was the point of him being in a classroom with these kids? Wouldn't a special school be more appropriate? And finally, after almost 1 1/2 yrs of mainstream schooling, I can see the advantages, and the ways in which it helping Matt.

And it's helping the other children too. They always look out for Matt - he has 'friends' his age who care about him. I'd imagine if Matt was in a class of children similar to him, yes he'd get a lot of adult attention, but because all the children would have the difficulties as him, then he'd never learn to play with children, and would always rely on adults to do things for him. The children ask me why Matt does certain things and what's wrong with him - and I think that's great, because at the same time, they love him and completely accept him.

Yes, it is upsetting seeing your child next to all those able children, and seeing all they do - and realising the gulf between Matt and them is only going to get bigger. But Matt is progressing, slower than the others - granted - but he's getting there. And, though, at the beginning of this term I wasn't sure we'd keep Matt at this school, I now definitely think we made the best decision.

And I can't wait until Matt's Christmas play when he plays a 'clown' and all the children in Reception (Matt's class), Yr 1 and Yr 2 (Rachael's class) sing AND sign along to all the songs. Yes, he may be the only child who needs to sign, and is completely non-verbal, but he's not the only one learning it. I love the fact that both my kids will be in the same school play and I'll be equally proud of both of them.

In Matt's school he's definitely not over-looked. And judging by the amount of birthday party invites he gets - he's a very much loved and special member of the class.

All the best Ecki - it will be hard (for you). But it may be worth it. Maybe look into it and give it a go?

_________________
Helen

Mum to ...
Rachael Kinza (25/07/01), Matthew Isaac DS-ASD (14/06/03) and Hannah Cerys (14/06/05) - my gorgeous kids!

you can try the class to give your child a chance to do something different also look at sp.ed. classes that have higher functioning peers-i do that with kyle my 9 y.o, i do not have him included but sp.ed has it's levels also.all our kids develop different and comparing her is only going to set you up for disappointment i only focus on what my boys can do, and push for what they can't -even then they sometimes do not get it
i would do the class and look for another sp. ed. class?

_________________

Mom to seven beautiful children...including Mr...I didn't make that mess....
(aka Austin - 05/18/04;TOF ♥ repair 05/25/04)
Austin's sibs...Kristin(23), Jessica(20),Rebecca(17),
Rachel(12), Hunter(7) and Sarah(11).

Thanks everyone for your comments and suggestions.

Kayla's Parent-Teacher conference was yesterday and her teacher said that they could have Kayla "visit" the other classrooms (the integrated classes and the more verbal self-contained class) for a few hours every week so they could see if it's a better fit without having to commit a placement to her IEP until they know it will work out.

Hopefully we can start this in January.

_________________
Ecki



MomMom of Kayla (Ds/Autism 4/5/04) and Laurie (PDD-NOS 7/12/01)

Our Blog - Opposite Kids
Kayla's Story http://www.ecki.com/kayla/

You need to have this put in her IEP. Even though it's just "visits", its still a change in her service environment, and it needs to be documented that they're doing that. The time you DON'T have something like this in the IEP is the time something happens when you wish it did.

You can have it worded something to the effect of, "Kayla will visit X classroom twice a week, for 30 minutes at a time from December 1st through December 15th."

_________________
~Leah~

Did you vote for my mom today? http://www.blogforayear.com/profiles/leah

http://www.gardenofeagan.blogspot.com
mom to Noah 20, Tyler 18,Angela 11 (DS)

Feel better since coming to the decision of letting Kayla visit the integrated class? The other kids will probably look at her often, probably not in a bad way, just that she is the "new kid" just as kids always have. In Mattys class, he's Matty, not the kid with DS, all they know is that he needs a little more help since his aide is with him all the time.
Katie

Elias goes to an special ed school, and is getting near time to be include.. im afraid and excited at the same time!

I know Elias is behind for typical kids his age, but I know he has some stuff that other kids don't. what i notice in Elias, is that he really enjoys and learns from other kids, so i have to remove all my fears

my mother in law told me that in the high school where she works, there's a teen-ager with Autism, and he's the brighter! he still do some autism stuff, and he sometimes freaks out, but the others, and teachers are learning.

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Ali (23) wife to Felipe since nov 2004, mom to Elias (Feb 21 2005)

I can't wait to hear how Kayla does. If she picks up anything from the other kids that will be great. Carson doesn't have autism to deal with, but he learns so much from the other kids in his class it is just amazing. I hope to avoid special ed altogether just for the fact that he may always be behind, but he will always be picking up things from the other children where he would be ahead in special ed. and they would be learning from him. I want him doing the learning.

Kayla

_________________
,


Callan (6), Kenna (4), Carson (2)

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Neal Howard
http://www.BeGreety.com

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