spec ed and mainstreamingNot sure what is the same and what is different here a decade and a half later. I will tell you since 3rd grade my parents had tryed to get me mainstreamed, and it was 2 more years before I could, the school felt I could be a distraction to the other kids + they felt I wouldnt do well in that environment which is total BS. What it really came down to was the non spec ed teachers wanted a kid DX'ed with HFA back then, they probably had alot of miss conceptions about me, figuring I would be nothing but trouble, a hastle... so idk if things have changed now 15 years later. Your kid is very young, but around 2nd grade they slowly introduced me to NT classes, like math for example, it was ONLY math and maby music at that time, IDK why... Then I would do other NT classes like jym, art. I can tell you as a little kid at the time that really sucked. It wasnt bad enough that the other kids knew I was in spec ed, but I was being 'introduced' to their classes and was totally ripped apart and made fun of, it was hell for years and too this day I am still a bit bitter from that experience. Anyways... once in 4th grade I got to sit in regular class for 1 full week, and did alright, or as well as I could while I was being harrassed by the other kids. In 5th grade I got a full time regular class, but could go seek help at the spec ed class where my old teacher was, who also served as a lawer kinda for me anytime I got into trouble. Its total BS, and I hope for your sake things have changed. The school thinks these slow introductions are a good idea, maby the parents do to but for that kid I can tell ya, you are nothing but a target, and THAT was the greatest obsticle aside from my poor social skills at the time. I dont know if their is another way, the kid cant really speak for themselfs, but even as an adult today I found that the school wasnt very cool with me, it was easy on them and my parents went along with it. I think what would be better is if nessissary spec ed for a few years (until about 2nd or 3rd grade) and then if their is imporvement start off in regular NT class if they are high funtioning enough. Then make changes if nessissary. They will wanna slowly introduce, but after about 3rd grade the bullies start comming out, all I ever wanted to do was be like the rest of them, and going back in forth just made it impossible, those years were hard and I hope your child doesnt have to go thru what I did. Unfortunatly I doubt things have changed much. I wish ya luck tho. does your county have general pre school? our county does not however, some kids in SPED may get a visiting teacher to go to the pre school that they are in privately ( not the best system) or they get services in a self containd special class run by the county...anyway, you should probably start talking now in the educational meetings that you want a more inclusive environment for kinder....providing supports such as assistants and inclusion teacher to the general ed class help many children to be successful (this is on the continumn of services) . Hi My three year old son has started the spec ed preschool a couple of weeks ago there are four other kids who are also ASD one teacher and two aids. The teacher tells me he is doing well. I hear that once the child is in spec ed it is extremely difficult to get them to be transitioned to mainstream classes. I am so worried about him. He is verbal and good cognitively but sings and hums a lot Thanks UV The only advice I have is on how to help your child be more successfull during the transition. When you first begin a one-on-one intensive home teaching program with a child with Autism or Developmental Delay, the environment is very structured. Often one child will sit alone at a table with one teacher or therapist. The teacher and student are just a few feet away from each other, to minimize the outside distraction. To get your child ready for the classroom setting, you have to take some specific steps. As a child's program progresses, the teaching sessions should gradually become more natural. Perhaps the teacher will stand up and walk around the room instead of sitting right at the table. Instructions which were once short, concrete sentences may become longer, multi-part directions. This new structure is intended to simulate a classroom environment, where children must attend to a teacher who is at a distance, working with the entire classroom. A good way to move toward this integration process is to use items which are familiar to the child from their one-on-one, structured environment, in new and different ways. Accordingly, while the instructions and style of the lessons may be different, the materials used will not pose an added distraction. Since Stages Language Builder Picture Noun Cards are a staple in many one-on-one teaching programs, children often find the basic picture cards to be familiar. Stages products can help you transition children from the one-on-one setting, into the classroom inclusion environment. Stages Real Life Learning Posters are large format 14 x 19 inch cards using the same photos as the original Language Builder Picture Noun Cards. The teacher can use these photos with the student from a distance. Start simply by asking the student to identify the image when it is held up from 4 feet away, then 8, then 12, and so on. Certainly the student would have no problem with this expressive labeling task if the teacher were at the table with them. But, now we are asking the student to expand their ability to focus on and attend to a teacher who is further away in proximity. You can add more and more familiar lessons to the repertoire as the student becomes comfortable with this new style of learning. As a next step, you can use different Stages products together. Consider giving the student 6 or 8 cards from the Language Builder Picture Noun Card set at their table, while the instructor holds a poster “at the front of the class.” Ask your student to find the card that matches the poster and bring it to the instructor. This is a complex task that involves 1) attending to the instruction from a distance, 2) selecting the matching picture, and 3) carrying out the task of bringing the picture to the front of the class … without getting distracted along the way. Next, you can invite in a few friends or siblings. This will be even closer yet to the classroom setting, and the other kids will love to “play school” with you and your student! Hopefully our products can help your child make a successful transition into a classroom setting when the time is right. My son is in a TEACCH classroom with just 6 kids, and he this is his 2nd year in that class. He is 6 1/2. The program is in a very small school for just kindergarten and 1st grade kids, and this program. His SPED teacher has started sending him to the "regular" classroom a few days a week for an hour or 2 a day. She started doing this in October and he is doing great there. I love the program he's in and I just adore his teacher. I got very lucky to get him into this program, and when the time is right to mainstream, he'll be ready. You are part of the decision making when it comes to placement for your child. If you feel your child should be mainstreamed, be sure to discuss this at your childs IEP meeting. If your child remains in a self contained classroom, it must be documented on the IEP of why your child cannot go into the general ed. classroom. Your child should be in the least restrictive environment that allows him to receive an appropriate education. Not so more areas are doing mainstreaming these days why cause their is no Se in the world. You can ask for a 50% Se day. Here in 7th Grade it is Seteacher in the mainstream room all day with the Se kids like a regular staff. For us the best med daniel has been on is Concerta. I take Dmea/B vitamins a great help for me in stead of med for my adhd. All my stuff except my seizure drugs are Natural iteams taken daily and yes it helps at school as a well. |
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. On what basis do they decide to mainstream kids?? What has been all your experiences??