Autism Classes My advice just based on what you've written is, don't do it. My dd was put in an autism class and although they tell you they will get their academics, they are not consistent about it. And no specials? All children need exposure to music, art, etc. That's a red flag to me. It sounds like what she needs is supports in the classroom. Techniques to deal with whatever her obstacles are. They might be sensory, perhaps she needs a sensory diet which an OT can supply after observing her. She might need extra help during times where there is a lot of over- stimulating activity. Your school probably has a resource room where kids can get extra help. If they have not already done so, you can request an FBA (Functional Behavior Assessment) to analyze her behavior and develop a BIP (Behavior Intervention Plan) to address and reduce targeted behaviors. You should observe to see if you agree with the placement, but my dd has done worse in such a setting, not better. Plenty of autism classes are great. Of course, they vary.  I would do two very important things before I allowed a move. 1.  Ask for an FBA and BIP and have that BIP in place (with necessary changes along the way) for at least a couple of months in THIS class.  Get the special ed director involved. The job of a Principal is to keep peace in his school and to keep students save. Frankly, he is not interested as much in your child as in his school (because that's his JOB). The job of a special education director is to put enough supports in place so that each child with an IEP MAKES PROGRESS.  SO call an IEP meeting and get behavioral support and behavioral goals on her IEP.  That way, her behavior will become the Special Ed directors's responsibility because your daughter will have to MAKE PROGRESS in those areas or her IEP will be deemed to have failed. 2.  If the above does not help, insist on visiting the proposed placement at least twice.  On different days, at different times of day.  You can also ask for a "class profile."  That means a list of the ages, genders, IQ scores and academic scores of all the children in the class (with their names blacked out, of course). That way, you can compare the average level of performance in the class with your daughter's.  But, truth be told, you'll probably learn more from observing the class.  Go with your gut.  For those of you who have children in autism classes at public schools can you tell me a little bit about them? Our school has offered to put our daughter in an autism class at another school and I am not sure what to look for in the class to see if its a good idea. Our current principle has not been to this autism class and doesnt really know what it has to offer. We are tryin to set up an appt so we can go and observe. My daughter is high functioning the only thing that is holding her back in a regular ed class is that she doesnt always want to do her work,she flees the classroom or she will hit the teacher. We have talked to the other school and the asst principle said that this class doesnt get to go to specials ( P.E. ,Music,Art.) So I dont know if it would be good idea if she is in a class with mix high and low functioning, I just need some input. We feel our back is up against a wall. Last year my daughter did half special ed room and half regular ed with an aid. They all thought that since she did so well last year that they would have her go to regular ed,resources and a little bit of time is special ed. But here is the clinch with no support. My mistake was assuming that she was going to have a aid with her. It was not written in her IEP to have an aid with her,so I think I am screwed. So then she had two day of bad behavior, in regular ed class didnt want to do work ran around in the class got cought and hit teacher. Principle came and by the way my daughter doesn not like her. Principle is only a negitive thing for her so she bit and kicked her. So I had to come get her and she was suspended for a day. Then we IEP to talk about fixing her schedule because they werent doing picture sched. and some other things. Oh and then they decided to change my daughters special ed teacher/ case manager and give us a new one. So we were talking during the IEP then the principle,special ed teacher and the special ed cord. all think it would be great for her to go to this other school and do this autism class. Right now she is not making progress because I think the principle set her up to fail. She new my dd needs support and she decided not to give it to her. None of IEP stated that she needs an aid Its not what we want. Its 15 miles away from our home she would be on the bus for a long time. Our daughter was capable with support to go to regular ed class. And all of sudden they want her in another school in a self contained autism class. My daughter loves to be in a regular ed class because I know when she is in special ed she is asking to go in regular ed class. What do I do? Do we have the last say? Can we say we want her to have an aid and no she is not going to this other school? I am so worried because all these people want my dd over at this other school. Except for her old special ed teacher who thinks the school is not doing there job. Call and IEP meeting.  Get an FBA.  They MUST supply the support she needs. At least until she can integrate successfully.  They are NOT stepping up to the plate using a "sink or swim" approach.  Transition at the beginning of the year is difficult, too.  They CANNOT switch her to another setting without your express permission.  If you think she CAN succeed in this setting, press them to give her more support with the use of an aid and a behavior intervention plan that is based on an FBA.  And, remember, IF IT IS NOT IN WRITING, IT WASN'T SAID. Any child who CAN function(with supports) in a mainstreamed class must be put there and supported. NO matter what sort of self-contained class they come from. Principals are actually the LAST people to ask about a special ed class.  These classes are managed through the special education department. The Director of Special Education (or whatever title is used in your district) is the better source.  Most principals very much resent special education (with many exceptions, of course) because those classes take a lot of money and space and they allow kids to enter the schools that many principals would rather never see in their building.  I would communicate with the teacher of the class and the special education dept. for the most part. One of the differences between a self contained class for a variety of disabilities and one specifically for autism is that the teacher understands autism in the autism class.  Many, many, many special education teachers do not know the first thing about autism and other developmental disabilities present VERY differently.  For example, kids with Down Syndrome typically have no social issues, but very significant academic issues -- pretty much the opposite of most kids with autism. IF the teacher does not understand this, your child will not get a proper education.  Why are you considering a change?  If the child is not making progress in the current placement, then a change of some kind is certainly in order. ok so I went to check out this class. Honestly I didnt see a real difference between special ed room verses an autism class except the kids are autistic. The assistant principle said they dont get special or regular ed class. But the teacher said these children do and some of them go to regular ed. Who to believe. Honestly what is the purpose of the autism class? They say the reason for it is her behavior,but yet they want her in an autism class all day. Because she cant go to a regular class because she is not allowed to have a para pro because they have done studdies and said its not good because our children learn to depend on them. That is what we were told by the district special ed cord.  We have asked them to do behavior goals we have asked them to do x amount of segment to work on the certain behavior issues and they say they work on them through out the day. Oh and the new school is 15 miles away! That seems like a long way.      I am so frustraited I have a very close relationship with her old special ed cor. and she even said in private that her school is not doing there job. I just feel like her current school wants to boot her to another school and close her in a room and lock the door. I wish we could higher someone to help us but money is so tight as it is. Sorry if this is just a messy message my mind is all over the place. Their argument about an aide is ridiculous perhaps ppl shouldn't have cars.. their are risks and benefits.  Before tehy can cange your dd's placement they need to show that they've done everything reasonably possible to include your dd in the regular classroom.  Reasonable includes an aide, visual supports, behavior plans etc.  "Special education" is a service not a place your child has a right to special education services in her community. What they hope is that you don't know and just agree. The 1999 U.S. Department of Education Regulations for the 1997 Amendments to the Individuals with Disabilities Education Act (IDEA) provides for scientifically supported interventions (see, e.g., 20 U.S.C., 1400 © (4)). The IDEA further requires that schools must confirm, before any changes of placement due to a behavioral problem can be considered, that the IEP and placement were appropriate and that special education services, supplementary aids and services, and behavior intervention strategies were provided consistent with the IEP and placement (34 C.F.R., 300.523, 1999; Turnbull et al., 1999). The National Academy of Sciences in their Educating Children with Autism Review as requested by the Federal Gov't recommended "The Office of Special Education Programs should establish a 5-year plan to provide priority funds for preservice and inservice preparation for teachers, paraprofessionals, and other personnel providing services for children with autistic spectrum disorders, including children under age 3 years." they also found "One of the potential resources for providing special services for children with autism is the paraprofessional. Pickett (1996) has reported that there are 280,000 paraeducators who work in special education settings.... some attempt to include paraeducators within educational intervention programs for children with autism seems highly desirable (French, 1997; Skelton, 1997)." I would first request more supports  ( an assistant, a behavior plan, social skill training) in the class that your daughter is in rather than go to a self contained class in a different school.  I don't like the idea that the children don't go to specials . In my opinion this would be a set back especially if your daughter is able to participate in these classes in her current placement.  Taylor is in elementary school and our autism room is small, quiet and loaded with sensory, ot and pt devices. The largest in her class is 3--rarely 4, when they are doing speech session in there. There are mats on the floor, pilates balls, sensory toys, tables with chairs, a computer, cubbies, chalk board and a few other devices. There is an area for PECS, and each child has their own pec book and board, but Taylor has graduated to an electronic speech machine and uses that to communicate now--it speaks in whole sentences and grows with her as she grows. There is a one-one ratio for each child. There is one main teacher, but a para that works with only one child during that time. Taylor started out with timed learning, and each week, they upped her time on how long she had to stay on task. They used pecs then when she said she wanted to do something else--and they would respond with pecs to show her, she could do that after she did what she was doing now. The timer really did wonders. Once it goes off, she knows that task is done and will immediately get up, go and put things away, get out what is for next project and even bring the timer with her, and set it on the amount she knows it is for that week. The only mainstreaming we have done with her, because her autism is so severe and sensory issues so acute is with music and art. She also now eats lunch with her peers, and does the lunch card menu--sets it up and gets each child's name, puts them in proper order so, when they come down to lunch, their card is where it is supposed to be. Then, she goes and sits at a table that her grade is at--para with her. At first, she had to sit with just the para and teachers. Now, she sits with her classmates. I know each is different in each school district but that is how ours is. Ask to observe--usually the parents have to consent first, so they know someone is in the classroom, but it usually isnt a problem when they know it is another parent. Speak to each teacher and para, ask what their routine is, their goals and how they work specifically with each child by their severity and needs. Just feel it out--I love it for Taylor. She has advanced amazingly, which I know wouldn't have happened if she was in a class of 29-32. God Bless, Kelly One other thing when you call the IEP meeting, in the BIP you can specify what discipline techniques can be used. We took in-school suspension off my dd's plan because it was not effective. Be sure to ask for this. If your dd is motivated to stay in class, that's all I would need to hear to keep pushing for it. Perhaps you can find an advocate in your area. They are not always expensive and they can save you from having to go to the next levels which are more expensive, like due process.
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