I am lost in a sea of paperwork. Where do I go to read the federal requirements/school requirements/state requirements that will help me find out what my son is entitled to at school? This is the hardest thing for me to figure out. What do I have to do to find out if he should have an aide?
[QUOTE=4boymom]What do I have to do to find out if he should have an aide?[/QUOTE]
Assuming that you are not referring to the legal question, this is a hard question. An aide can be restrictive. SDs like to say more so than a special ed class. Our SD is nervous about the aide helping other children, and rumor is that they hover, waiting to be needed. And they need no prior experience in my SD. So quickly the child figures out that the aide is there to help if things get tough, or if he gets lazy. My ASD kid is soooo clued into who will help him, and who will demand work, that it surprizes me. In that sort of situation he'd have it figured out in a few minutes, I think he'd be aide dependent in a few days. He'd figure out that he does not need to socialize with the class, the aide will do it for him.
Here's a web site in California
http://www.pent.ca.gov/pos5para.htm
that talks about how paraprofessionals need training, reducing dependency and similar things. It has a SD slant, but it might be useful to see what aides do and what the issues are. Look for the links to training and reducing dependency.
That being said, we have hired an aide for our ASD son (for preschool), but only because we know that she considers her #1 priority is to make herself unnecessary, and so if being busy elsewhere in the classroom is what is needed she'll do it, and we are OK with it.
So part of the answer is you need to answer "which aide?" "what experience?" "how will this match with my child?" "what should she do?" "how will she fade support?" (if that is what you are aiming for) and "How will she fit in with the rest of the class?"
We were really lucky, our elder son went to a parent participation preschool and I got to see the aide in action when I was doing my help out. It was months before I figured out she was not a parent, but was aiding a child, and weeks more before I figured out which one. I still believe that means she was doing her job very well.
My elder son is PDD/NOS. He is now out of preschool. I think that an aide for him would now be a mistake. He is doing well enough that a good teacher, with suitable training and supports seems best IMHO. I would be really nervous that an aide would hamper his socialization instead of helping it. [He is high enough functioning that academics are not a concern.]
To piggyback onto what Dad2Luke&Alan said, I agree that an aide is not always the least restrictive environment. My son is in mainstream K this year with a 1:1 aide. His aide is awesome. However...
Pros: My son never would have made it in a mainstream class without his aide. She keeps him focused and on task, breaks down / restates instructions when necessary, helps him with transitions, etc. All of the other kids/parents think she is a classroom aide, noone realizes she is there for C unless I mention it.
Cons: C has become dependent on his aide. (The entire team is aware of this and actively tries to reduce dependency but having her step away once he gets started on a task and observe from across the room, only jumping in when necessary.) This does impact his socialization. When kids are sitting at a table doing an activity, they naturally turn to each other for help. My son turns to his aide instead, which limits his interactions with the other kids.
Next year we are putting C in a special ed class where he will not have a 1:1 aide. We would rather see him functioning independently in a special ed class then be so dependent on an aide in a mainstream class. It was a tough choice.
In our situation, a classroom aide caused more harm than good. DD does not take criticism well and in her classroom situations where an aide was involved, it seemed the aide was only there to be the "enforcer" and to nag her to keep on task. DD did not see them as helpful at all. She never developed trust in her relationships with them. In fact, one aide handled many situations VERY inappropriately and resorted to name-calling (e.g "crybaby") if DD got upset or frustrated. Luckily, she left spec ed. I documented every instance with the classroom teacher and the principal and I think they were glad when that aide left. Also, as DD got older I think she did not want attention drawn to herself by way of an aide.
We ended up deleting "classroom aide" as a required service on her IEP; though her class still has an aide, they are not there for DD. Next year in middle school, most of her classes will be co-taught anyway.
I'm sure some aides do a great job. But it never really worked with us.
I am still feeling my way through the dark too. I found that many schoolAn excellent link to a whole site that addresses overreliance on paras and the alternatives. It's from the University of Vermont.
http://www.uvm.edu/~cdci/evolve/?Page=planning.html
All of you make valid points.
I am considering an aide for my son when he starts kindergarten. He will be going to a new school (back in district) and the environment is COMPLETELY different. He is also prone to tantrums.
Maybe the best thing to do is to ask for a trained aide to help for a limited amount of time. I think once he gets used to it, he will be fine to go it alone. But, initially...I think he must have it.
Patty
P.S. Still working my way through the Emotions to Advocacy book...but I must say, it's great!! It might as well be our "bible".