Autism Support Class or Reg Spec Ed??

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Registered: 04-06-2005
Autism Support Class or Reg Spec Ed??
4
Sun, 08-21-2005 - 9:29am

My son (just turned 3, with an ASD dignosis) was placed in an Autism Support Preschool class for the upcoming year. It meets Monday through Thursday for 6 hours a day. The teacher to kid ratio is 4 to 1 and it seems like a great class. I am really excited about how Kiki will thrive in this environment and I know he is ready for preschool.

The only thing that worries me is that I think that within a few months, Kiki will be the highest functioning kid in this class. Has anyone else been through this with their child? Is it a valid concern? I have heard lots of people say that you don't want your kid to be the highest functioning kid in the class by a lot, but is this true?

Kiki is about a year language delayed, but excellent with puzzles, games, and I suspect he knows how to read (I know he has some sight words, but I can't really tell how far it goes). He just turned 3 ten days ago. The rule I tell all his therapists is, if he can get a good look at it, he can understand it and learn it.

I was under the impression that quite a lot of kids with an autism diagnosis are quite spatial and visual. But when we were writing his IEP, the coordinator was pleasantly suprised at his preacademic skills. I asked if that was unusual for the high functioning kids and she shrugged a little and said that it wasn't the norm, but it wasn't unheard of either.

I know that Kiki really needs the structure of an autism support class. He is okay behaviorally and transitions fairly well, but he gets very overstimulated in a room full of kids and has no idea how to focus himself in those situations. Circle time is particularly stressful for him.

Has anyone been down this road before? Any advice is always appreciated. I guess I'm always second guessing myself when it comes to Kiki because no one seems to have any answers. I'm hoping that any of you who have traveled this path (or paths similar) may have some input.

Thanks so much!!
Gemma

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Registered: 06-25-2003
Sun, 08-21-2005 - 9:55am

Gemma,

I don't know what is your other option? You say regular Special Ed. Do you mean a self-contained class? A mainstreamed environment with an aide? How many kids?

Generally, in a special ed classroom, the higher-functioning kids are used as a model for the lower-funcioning ones. In an ideal classroom setting, the kids will have mixed levels of functioning in different areas; therefore one kid may lead in language, another in bahaviour, another in self-help skills and so on. It is not a good thing to have one single kid constantly be the model for the others as that kid will not learn very much!

At that age, Peter (HFA) was in self-contained Special Ed, with kids with varying (or no) diagnoses. We discovered the key issue for him, was class size. He needed a small class (6 or less) and a patient and consistent teacher, and he did great. If it was a larger, more rambunctious class, he didn't do so well.

My DD (Aspie) could function in a regular ed preschool (18-20 kids) with extra support, so that's what we did for her.

I guess my best advice to you is to view all the available options, try to picture Kiki in each setting, and go with your gut.

-Paula

-Paula

visit my blog at www.onesickmother.com
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Registered: 03-26-2003
Sun, 08-21-2005 - 10:52am

Cait was alot like that at 3 years old. She was a year delayed in everything (language, motor, social skills) but academic skills where she was advanced. She is extremely visual and on her last set of evaluations we had an IQ test done that was just visual (non-language) She tested very high on that but her language skills still pull down her regular IQ scores. We always said If Cait sees something she will never forget it. If she hears it, she will never remember.

That being said, she was in an integrated preschool class which was 1/2 special needs and 1/2 typical peers with a special education teacher and an aide. In the class there were 2 boys with classic autism who had thier own aides and pull out for discrete trials, Cait and then the other special needs kids had language delays or learning disabilities type thing. Therefor even amung the special needs kids she was about in the middle.

She did that for 2 years. Then in Kindie they split her day to half special ed and half mainstream. She did much better in the mainstream class and was switched to that full time after about a month. She has been mainstreamed with supports until this year. Some years she did great and needed little more support than an understanding teacher. As she got older and the work got harder. Last year (5th) she had a 1/2 time aide and this year in middle school she is in a specialized program where she is mainstreamed for academics.

You will have to see how he does and what is available to you. I loved the integrated preschools with a mix of typical developing kids and special needs kids. All 4 of my kids, typical and non, went to the same type of class for preschool. They typically have the structure that our kids need, with the good role models etc.

Renee

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Registered: 02-24-2004
Sun, 08-21-2005 - 11:56am

Gemma,

Nathan is mainstreamed with other NT children but there are also other children in the class that are also on the spectrum. I like the mix. During the summer he does go to ESY where he is usually the higher functioning of the bunch. They did use Nathan as a model for the other children. I believe that it did help his confidence, even though I didn't like it much, Nathan seemed to like it.

Nathan will be in the 1st grade this year, and what I have learned (up to this point!), is that I have to "test" things out with him. Sometimes I think something will bother him......and then it doesn't!!! I personally like having the mix of children in his class, it provides him with some challenges....keeps him motivated to do his work. And having other children on the spectrum or with developmental delays helps him realize that everyone learns at different paces....everyone is different. This helps him to understand that "it's ok" if he can't do something perfectly or if it takes him longer to do something. This is what the real world is like, so I like that he's getting exposed to it all.

But having said that, you also have to look at what your child can handle. If Nathan couldn't handle all that.....I wouldn't want him mainstreamed. I was worried when he entered kindergarten, because there were more kids in the class....I just wasn't sure how he would do there. But I had to focus on Nathan, not my fears. In our case, I wasn't going to know how well he could handle it unless he actually did it. It also depends on the teacher too. Kindergarten worked well because his teacher incorporated visuals throughout the classroom. She was rouine, organized, and kept her class quiet...not loud and hectic!!

HTH,
Michelle

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Registered: 03-27-2003
Tue, 08-23-2005 - 2:18pm

Hi Gemma, my DS is 4 and this is his 2nd year