How many mainstream vs. special ed? | Autism PDD
[QUOTE=moreisee1]I was wondering how many people have their kids mainstreamed or in a self-contained special ed class. My ds is 6 and in a self-contained class for ages K-2. He is technically in 1st grade and should hopefully have opportunities this year to mainstream for math and lunch. The whole class mainstreams for music and art and on the playground. [/QUOTE]
My ds is 7 and in the same type of environment as yours except he attends a mainstream daycare after school for about an hour and a half. He's doing really well there, but he doesn't have to "work" while he's there just play.
This year they have a class with SE and 4k students together. They are trying to mainstream him into a regular class but its not looking to good at all. :( He gets to overstimulated when it gets noicey. They had to take him out of the room a couple times just to calm him down.
My son's another one that's not potty trained yet. But like other said seems not to be an issue because there's an aid to help the other kids. They have mentioned potty training to me a couple times but I dont think he's even close. :(
Weekly my dd has 40 min. speech, 60 min. OT, and 90 min. RSP. OT is push in. Speech and RSP are both. It just depends on what they are working on.
Dd does not have an aide, but she doesn't need one.
T is considered mainstream, but she has pullout about 50% of her day for Speech, Social Skills, OT, and SpEd.
The reading book she uses is dovetailed into the mainstream one, so the kids can move back and forth more easily
Edited to say my son is not potty trained. Apperantly it is not an issue in mainstreaming if the child can get an aid.
therapist. No pull outs. He is in PM Kindergarten and so far he is doing very
well. He has needed minimal prompting. AS the school year progresses and
more demands are placed upon him, things may change. Frist of all, our
school does not have a special ed cla**. The school is too small. The
district however has many schools with a special ed cla**room. The quality
of special ed varies from school to school. The expectation and demands
placed in the special ed cla**room is very different from a typical cla**room.
Kindy last year: Mainstream w/ 1:1 aide, pullouts for speech, OT, social work and resource room.
1st grade this year: SpEd class with 7 kids, 1 teacher 1 aide. No 1:1 aide. Mainstream for art, music, PE, computers, recess & lunch. Speech, OT and social work are all push in.
C also plays t-ball, soccer and attends day camp all summer with all NT kids without additonal supports. We do playdates with both kids from his SpEd class and NT kids he knows through sports and school last year.
Ds is in his 2nd year mainstream preschool 1:1 aide with 20mins pull-out for speech.
My son is fully mainstreamed in Kindergarten (he goes 1/2 day) without a 1:1 aide. He gets 30 minutes a week pull-out for a social skills group with 3 other boys, and starting next week will have an aide in the cla**room 2 times per week for 45 minutes to help with peer interaction. I take him to ST (through the SD) 2 times per week in the afternoon.
So far this arrangement has worked well for us. He's fitting in, following direction well, and we're not having any behavioral issues. His greatest deficit by far is social, so I feel this is the right setting for him. He had an in-home ABA program last year for about 9 months and we spent a lot of time working on Kindergarten readiness/academic skills. As a result, he's ahead of his peers in this area, which allows us to place a heavy emphasis on social skills goals for him.
I'm surprised to see so many of our kids mainstreamed. I cannot even imagine my kiddo in a mainstream kindergarten cla** ... he would be absolutely lost.
MY DS IS MAINSTREAMED WITH ABOUT 2 HOURS PULL-OUT. HIS CURRENT
SCHOOL HAS A GOOD REPUTATION FOR SPECIAL NEEDS , MORE FOR
THEIR TOLERANT ATTITUDE TOWARDS DIFFERENCES THAN THEIR
PROGRAM. IT HAD THE EFFECT OF THERE BEING A LOT OF SPECIAL NEEDS
KIDS (ADHD, BIPOLAR, ASD...) IN HIS CLa**. IN SOME WAYS
UNFORTUNATLY MORE THAN THEY CAN HANDLE -THEY HAD TO
EVACUATE THE CLa**ROOM TWICE THIS WEEK FOR A KID TOTALLY
LOOSING AND TRASHING IT. BUT ON THE OTHER HAND MY DS IS
EMOTIONALLY DOING BETTER THAN HE WAS LAST YEAR, MUCH MUCH
LESS ANXIETY. NOT SO SURE WHAT TO THINK OF IT, IT IS A SMALL BROKE
SCHOOL-DISTRICT AND I HAVE NOT BEEN THAT THRILLED WITH ANY OF
IT. WE ONLY HAVE ONE SELF CONTAINED CLa** FOR SEVERLY IMPAIRED
KIDS.My son is mainstreamed, but goes to the resource room after lunch and is there for about an hour and a quarter. During this time, he gets to finish his lunch and just "chill". He misses lavatory, social studies or science (depends on the day ) and rest time. I can live with that for now - we are hoping to work on him eating quicker so that he can go back for social studies/science after Thanksgiving break. I have no problem with him missing rest time (he's in all-day kindergarten) and I'm glad for this transition year so that hopefully next year he won't need as long of a break (okay, I may be dreaming here!).Self contained TEACCH 8:1:1My son has always been mainstreamed. Last year he had a shared aide. This year--no one. I have to say---he has had awesome teachers! He was suppose to have the partial self-contained class last year and never needed it. He is pulled out for speech and social groups. Academicly---he is at grade level (2nd grade). The school got rid of that partial class, so all are mainstreamed. They did start a K class last year which is the assist 1 class for the more severe kids. Those kids are moved together and are considered 1st grade now. They have 7 "spec needs" and 7 mainstreamed who need alittle bit more help than general. This way the spec needs can be with general ed and shown "approperiate" ways to handle things and correct speech, etc. It's great for the general ed also---so later in life--they are not "afraid" of "special" kids/adults. Jason has doen both for the past two years of preschool... he will go to a regular mainstream kindgergarten next year with NO assistance. Connor is in the 8th grade, fully mainstreamed with a 1:1 aide to help with organization. Special Ed autism teacher coordinates his schedule and serves as liaison between teachers and me. Any problems, I call her (I have her cell and home numbers), and she takes care of it. I'm starting to freak out, because next year he changes schools for high school, and I have to start all over again with new people
BB gets both right now.
He is only 3.5 years old so he is preschool. 4 days a week he is in a mainstream classroom with pull outs for OT/PT/Speech and 2 afternoons a week he is in the SMILE program which is a combination of RDI/ABA/Floortime.
He also has a para in both settings.
On Tuesdays and Thursday afternoons as well as all day Friday he is at the JCC (Jewish Community Center). This is straight up daycare (mainstream). The lumps that serve as caregivers have no special training at all. Actually...they kind of suck. The school has offered (and will) to go to the JCC and train/educate the teachers there just as they did for us last year.
Can't say they picked up on much though :(
Our ds is mainstreamed in PE and Music, so far so good there. Otherwise he is in self contained spec ed kindergarten class for learning and snack. Have no idea whats in store next year
A 9/93
B 9/00
C 7/02 ASD
Mommy
We only have mainstream here where I live, with pull-out for OT, speech and spec. ed. Mason was originally only supposed to receive 2 hours of spec. ed pull-out a day, but because he is having such a rough time in school he spends most of his day in the spec. ed room. (A small room where he is just with the teacher.) I'm hoping we can get some answers soon to his problems, because although I like that they are trying to do everything they can I don't think it's benefitting him much to be completely secluded.
I see the benefits of mainstream that our district is trying to give but at the same time, especially when younger, I really wish we had the option...even if he was in a special ed classroom all day, right now that would be better than him being in a small room by himself all day...I know his social skills are at the bottom of our list as far as problems, but it's still a problem.
My son will be going to a self-contained special ed pre-school room, but after that, I think he'll be mainstreamed. AFAIK, they don't have those classrooms beyond pre-school.
I'm a little anxious about that. Hopefully, he'll pick up some language skills before K!
They mainstream everyone in VT.
It works for Jeremy BUT not for everyone.....
He has been mainstreamed since Kindergarten.....
my boys 8 and 4 are mainstreamed. I prefer it over spec ed but I make sure my boys get lots of extra help out of school hours to keep up with the material and I bring ASD pros into the classroom and keep a mini behavior program on the go in there too (not one the other kids would notice). I've been very fortunate with teachers etc over the years. Mainstreaming is another tool we can use to help our children grow, but in itself, it isn't an answer to the probs of asd. My boys are at the milder end of the spectrum and are accepted by their classmates and have friends and playdates etc. They still have probs, stimming etc, but I believe in the mainstream enviroment, those problems are easier to overcome than in the spec ed enviroment. Heaps, of support is given to mainstreamed kids in my town, you'll have to check how things are in our area. I was wondering how many people have their kids mainstreamed or in a self-contained special ed class. My ds is 6 and in a self-contained class for ages K-2. He is technically in 1st grade and should hopefully have opportunities this year to mainstream for math and lunch. The whole class mainstreams for music and art and on the playground. Although right now this placement is working out well eventually I would like him to be able to function in a mainstream setting. I'm worried that the longer we wait the harder it will get. By the same token he is getting individualized attention, in-class therapy and he could surely use more time to grow and mature (he is a young six--born in June). Has anyone had their children successfully mainstreamed when they were older?
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