Special Classes - 1st Grade | Autism PDD

I'm looking for some input. My son C is in mainstream kindergarten with a 1:1 aide right now. At our next IEP meeting in May we will discuss placement for 1st grade. The options on the table are mainstream with an aide and lots of pull-outs like he has today, or a special class. There are two special class options that C's team (principal, teacher, SLP, OT, social worker, psychologist, learning specialist, services coordinator) feel could be good options for him. Obviously, there are pros and cons to all options, and I sense that the team is somewhat on the fence as what they feel would be the best placement. There is no clearcut answer in his case.

Over the next 6 weeks I plan on visiting the two programs that the team mentioned so I can observe first hand what they are like. However, I've not observed a special needs 1st grade class before so I'm not exactly sure what I should be looking for. I also plan on observing a regular 1st grade class. I would like to put together some sort of checklist of questions to ask and things to look for when I observe the classes. Input would be greatly appreciated!

Thanks so much. I'm going to put a checklist together this week.Are the special classes especially for autism? Is there an autism teacher? those are questions I would definitely ask.
Nowwhat

What a good idea! We're going to be considering moving our son from the mainstream elementary school to a special school sometime before the middle school years, and it would be nice to have a systematic way of evaluating our options.

I did my usual googling, and it seems like what you're looking for is called a "classroom visitation checklist" (classroom is sometimes shortened to class, and visitation is sometimes shortened to visit, so there's lots of variations on the theme).

Here's good one by an autism mom, with lots of comments:

http://www.bellaonline.com/articles/art44663.asp

Below is one from New Mexico Early Childhood Transition Initiative( http://www.ped.state.nm.us/seo/preschool/90.day.transition.g uidance.doc)

CLASSROOM VISIT CHECKLIST

(This tool can be helpful to families as they assess the learning environment in light of their child’s individual needs. This checklist can be used throughout the planning process as families visit the programs available in their community.)

Observe the environment.
1. Is it clean?
2. Is it safe?
3. Is the location convenient for your family?
4. Is it fully accessible to people with disabilities/
5. Is it visually pleasant?
6. How is the environment suited to your child’s physical needs?

Are the lighting levels and visual contrasts supportive for children with visual impairments?
Are the noise levels acceptable for children with auditory disorders?
Is there an adequate amount of floor space for children with mobility concerns?
Is the outdoor play area safe and accessible for children with disabilities?

How is the environment suited to your child’s sensory and emotional needs?

Is there a balance of bright, open space and private areas for quiet activities?
Do you see a range of equipment for fine motor, sensory, and gross motor activities?
Do you see a variety of language-development opportunities (e.g., books, writing materials, dramatic play)?

Observe how the staff interacts with the children and vice versa. If your child is present, be sure to observe children other than your child during your visit.

Do children have the opportunity to initiate communicate and engage in turn-taking both with the teacher and with other children?
What happens when a child does not succeed in a task? (e.g., Do others intervene? Is the child encouraged to problem solve?)
What dispute resolution techniques are employed? (Are children taught mediation skills?)
When a child behaves inappropriately, what guidance and discipline techniques does the teacher use?

Observe and learn about the daily routine and curriculum.

What is the rhythm of the day?
What are the types and range of activities every day?
What amount of time is spent in each activity on a daily/weekly basis?
What is the balance of free-choice activities versus structured activities?
What is the balance of independent versus group activities?
How are therapies administered?
Are activities modified to meet individual needs?

Learn about the staff’s qualifications.

Learn about the student/teacher ratios.
Learn how the staff partners with parents and families to enhance the child’s experience to further the child’s development.
What do you see as the skills the children need to be successful in this environment?
Will your child have an opportunity to play and interact with children who are typically developing?

I am not sure my son really is doing "well" in mainstream kindergarten. He's doing ok, but not great. I'm getting a vibe from the team that while C is doing "ok" this year, they think next year will be harder.

What makes this decision even more difficult is the fact that if he goes to a special class he'll have to be bussed to a different school rather than ride the bus 10 minutes down the road with his brother. If we wind up switching his placement midstream it means a dramatic change - new bus, new school, new class, new teacher, new kids - new everything! So I really want to get this right the 1st time if I can.

Here's another checklist I happened upon today.

http://www.speechteach.co.uk/p_resource/parent/whichschool.h tm

I look for three basic things -- does the school practice what it preaches, is there positive interaction between teachers and students, and is there flexibility. Do I get a good gut feeling that there is some positive attitude toward the students despite their disability? Here's an example:

When I toured the son where my son is today, I was allowed to observe several classes in session, including one in his age group (I observed from a two-way mirror/window). I had been told that the children were taught not only to minimize disruptions and stay on task, but to ignore others who are disruptive (which is a component of staying on task). Luckily, I got to see this in action. I could tell by what I saw (two boys started to fight, and they were quickly removed from the classroom, while the others in that group started looking at books on their own), that such teaching was effective. I also received an explanation, play by play practically, as the behavior leading to the fight was unfolding, from the person who was giving me the tour. That meant she knew the students and could tell me about them (not anything confidential, of course).

I also had an idea of what I was looking for in terms of education and services, so I was cued to look for signs of what I wanted. And I observed the students to see if they looked happy or at least relaxed.

Speaking from experience, I think observin is the best way to go as far as special educatiuon goes. I put alot of stock in the teacher's approach to the kids and the interaction between teacher/ student. Also if possible ask other parents recommendations for "the best teacher". While their opinion may be different than yours, it sometimes help narrow down the observations that you will have to do.

Once I find what I think will be a good fit for my child, I ask to go back to that class another day and at a different time to see if I still feel it is the right fit! My own child has a 1:1 as was fully included in the regular calssroom until this year,4th grade. Upon my request I asked that he be pulled for langauge arts as the material needed to be covered is a ton and I wanted him to have a bit slower pace (plus the reg, class has 30 kids in it and instructional pullout has 10).

Follow your own instincts. You know your child best. In Illinois and IEP can be revisited anytime during the year, so if things aren't going as I hope,I request another meeting and discuss changes that need to be addressed.

Good luck.

Kristy,

If your son is doing well in mainstream Kindergarten with a 1:1 aide why do you think he might have a problem in first grade? My son will be going to Kindergarten in the fall (mainstream with 1:1 aide), and I am just wondering if you think that he will need more direct and specialized instruction because the first grade work is more demanding.

I am really on the fence myself about whether or not mainstream is best for my son, so I am really interested to hear from parents of other kids who are a bit older regarding how mainstreaming is working out.

Today I happened upon this article, which isn't for evaluating special classrooms per se but for evaluating whether a school is inclusive in reality, and not just full of hot air.

http://www.paulakluth.com/articles/schoolinclusive.html

The gold standard is as close to the environment a child would be in if he did not have a disability. If, after your tours, you still are on the fence, the tie breaker would be which environment is less restrictive. I'd write into the IEP a date for a review in the fall. Say, in mid-Oct. At that point, if the choice is not working, it can be changed. My guess is that your gut will tell you which environment is best. I would add visiting the self-contained kindergarten to the list of tours. That is the group of kids your child will actually be with. The kids you will see in the self-contained first grade at this point in the year will be more advanced. He'll be with those other kids, so comparing him now to them is the more accurate test. Given a choice, I've always chosen based on the teacher. The better teachers (this is often obvious from the tour but not always) always get the better results. My guess is you'll know the best placement for your son when you see it. Let us know how it goes.
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