Re: integration classroom. . .YIPPEE!

[Guest guest]

Casey - It sounds as if you have found a wonderful setting for - the teachers and staff sound dedicated and enthusiastic - which is so important! I love the hands-on sound of the classroom you described, you must be so excited and relieved to have sound such a perfect spot :-). Thanks also for the reply on Ginko - I am waiting to hear from one more doc then plan to start. We are contemplating fish oils as well (and maybe Vit E) and I would love to hear feedback on how takes to it, if you feel comfortable sharing it. Thanks again and congrats on such a good outcome on 's placement. Bess St. Lawrence, mom to Gretel - almost 6 Ben (DS) & Tuck - 3.5Casey Traver wrote: Hello, Thanks for the input last week about my upcoming meeting regarding 's placement for next year. I visited each classroom that they MIGHT recommend, so I would be prepared to discuss it with information in hand. I was really unhappy with the self-contained class (one school over) when I realized that the student in that class who spends the MOST time in general ed is only integrated 4 hours a WEEK! Plus, the self-contained kids go into the cafeteria first, before any other classes are in there, ("because we take longer to eat", the teacher said) and then the other classes start filing in 10 min. later or so, with "those" kids already seated and alone in the cafeteria. I believe

that would be a step backwards from where has already been successful, so I made it clear I didn't want that program. That said, we had the choice of regular 1st grade, at our neighborhood school, or an alternative classroom, also at our neighborhood school. Here's what we chose: The alternative program is called SPACE. It stands for Student Parent Alternative Learning Environment, and has 25 kids in each grade that stay together for the 5 years of elementary. They have the same teacher for 2 years, except 5th which is just one, before the move to middle school. It is a classroom designed to have high parent involvement, in fact, parents have to sign a contract to contribute 90 hours during the school year, either in classroom participation, field trips, committee work, etc. It is a very hands-on learning environment, more active than a traditional setting. There are not individual desks,

but octagon tables, with books and stuff hanging in pouches off the back of the chairs. I think it will be a great setting! She will need supports, of course, so in the 90 min reading block that starts the morning (in our whole district) she will be in the SPACE classroom for 60 and then resource for 30. She will also have 30 minutes in resource for writing and for math, with writing being her biggest area of struggle. PT will be done at recess/PE, to avoid pulling her out of class time, and OT will be done mostly during her writing time, in class. Speech will be her only pull-out therapy (we think). I made up a list of questions for each of her current teachers (gen. ed/special ed), asking things like: What 3 skills should we most work on before September to have her ready for 1st grade? Since she's not going to be in a self-contained class, what focus areas might she miss there, and how can

we get them through therapy and at home work? What things have your learned about this year that would benefit her 1st grade teacher to know before the first of the year? The teachers appreciated the list and said they would take some time, fill it out and that maybe her receiving teacher would like to see the answers before breaking for summer. We will schedule another meeting to discuss what in class accommodations may be needed, but when I talked to the SPACE teacher last week, she was really encouraged and eager to have . She has not had a child with DS before, but has had kids with Tourette's and Asperger's and is ready to learn what she needs to. When I offered to supply a copy of "Teaching Reading to Children with DS" and "Teaching Math to Children with DS" if was in her class, she said "Oh no, the PTSA will by me any book I need to help me with a student in my class!"

The principal has a younger sister, now 30, with DS who was in integrated classes all through elementary, so he is very supportive as well. I think we have a great plan and I'm really excited! Thanks for letting me share it here! I hope everyone has successful meetings and comes up with placements they feel good about for the coming year. Casey, mom to (DS) and , 6

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[Guest guest]

Casey,

Your choice sounds great. I love the idea that the students stay together year after year, talk about a great peer group! It seems like will be in an environment ideal for someone w/DS. Good job.

Irene

'Jake 9

Zachary DS, , 7

integration classroom. . .YIPPEE!

Hello,

Thanks for the input last week about my upcoming meeting regarding 's placement for next year. I visited each classroom that they MIGHT recommend, so I would be prepared to discuss it with information in hand. I was really unhappy with the self-contained class (one school over) when I realized that the student in that class who spends the MOST time in general ed is only integrated 4 hours a WEEK! Plus, the self-contained kids go into the cafeteria first, before any other classes are in there, ("because we take longer to eat", the teacher said) and then the other classes start filing in 10 min. later or so, with "those" kids already seated and alone in the cafeteria. I believe that would be a step backwards from where has already been successful, so I made it clear I didn't want that program. That said, we had the choice of regular 1st grade, at our neighborhood school, or an alternative classroom, also at our neighborhood school. Here's what we chose:

The alternative program is called SPACE. It stands for Student Parent Alternative Learning Environment, and has 25 kids in each grade that stay together for the 5 years of elementary. They have the same teacher for 2 years, except 5th which is just one, before the move to middle school. It is a classroom designed to have high parent involvement, in fact, parents have to sign a contract to contribute 90 hours during the school year, either in classroom participation, field trips, committee work, etc. It is a very hands-on learning environment, more active than a traditional setting. There are not individual desks, but octagon tables, with books and stuff hanging in pouches off the back of the chairs. I think it will be a great setting! She will need supports, of course, so in the 90 min reading block that starts the morning (in our whole district) she will be in the SPACE classroom for 60 and then resource for 30. She will also have 30 minutes in resource for writing and for math, with writing being her biggest area of struggle. PT will be done at recess/PE, to avoid pulling her out of class time, and OT will be done mostly during her writing time, in class. Speech will be her only pull-out therapy (we think).

I made up a list of questions for each of her current teachers (gen. ed/special ed), asking things like: What 3 skills should we most work on before September to have her ready for 1st grade? Since she's not going to be in a self-contained class, what focus areas might she miss there, and how can we get them through therapy and at home work? What things have your learned about this year that would benefit her 1st grade teacher to know before the first of the year? The teachers appreciated the list and said they would take some time, fill it out and that maybe her receiving teacher would like to see the answers before breaking for summer.

We will schedule another meeting to discuss what in class accommodations may be needed, but when I talked to the SPACE teacher last week, she was really encouraged and eager to have . She has not had a child with DS before, but has had kids with Tourette's and Asperger's and is ready to learn what she needs to. When I offered to supply a copy of "Teaching Reading to Children with DS" and "Teaching Math to Children with DS" if was in her class, she said "Oh no, the PTSA will by me any book I need to help me with a student in my class!" The principal has a younger sister, now 30, with DS who was in integrated classes all through elementary, so he is very supportive as well.

I think we have a great plan and I'm really excited! Thanks for letting me share it here! I hope everyone has successful meetings and comes up with placements they feel good about for the coming year.

Casey, mom to (DS) and , 6

[Guest guest]

I find it so interesting and sometimes sad how different our kids educations can be...all in the same country. Casey, your situation is awesome. Obvioulsy Oregon is progressive or at least provides progressive alternatives. I am lucky to live in Massachusetts where inclusion is the norm. But I hear horror stories from other people. My friend Kathy has a son in the Arizona school system and it is horrible. Chase spends recess with the other kids once a week. Yup. And guess what, during that recess no one plays with him because no one knows who he is!

Congrats Casey. I am sure it is a huge weight off your mind to have in a good place!

From: Multiples-DS [mailto:Multiples-DS ] On Behalf Of igercakSent: Thursday, March 16, 2006 3:10 PMTo: Multiples-DS Subject: Re: integration classroom. . .YIPPEE!

Casey,

Your choice sounds great. I love the idea that the students stay together year after year, talk about a great peer group! It seems like will be in an environment ideal for someone w/DS. Good job.

Irene

'Jake 9

Zachary DS, , 7

integration classroom. . .YIPPEE!

Hello,

Thanks for the input last week about my upcoming meeting regarding 's placement for next year. I visited each classroom that they MIGHT recommend, so I would be prepared to discuss it with information in hand. I was really unhappy with the self-contained class (one school over) when I realized that the student in that class who spends the MOST time in general ed is only integrated 4 hours a WEEK! Plus, the self-contained kids go into the cafeteria first, before any other classes are in there, ("because we take longer to eat", the teacher said) and then the other classes start filing in 10 min. later or so, with "those" kids already seated and alone in the cafeteria. I believe that would be a step backwards from where has already been successful, so I made it clear I didn't want that program. That said, we had the choice of regular 1st grade, at our neighborhood school, or an alternative classroom, also at our neighborhood school. Here's what we chose:

The alternative program is called SPACE. It stands for Student Parent Alternative Learning Environment, and has 25 kids in each grade that stay together for the 5 years of elementary. They have the same teacher for 2 years, except 5th which is just one, before the move to middle school. It is a classroom designed to have high parent involvement, in fact, parents have to sign a contract to contribute 90 hours during the school year, either in classroom participation, field trips, committee work, etc. It is a very hands-on learning environment, more active than a traditional setting. There are not individual desks, but octagon tables, with books and stuff hanging in pouches off the back of the chairs. I think it will be a great setting! She will need supports, of course, so in the 90 min reading block that starts the morning (in our whole district) she will be in the SPACE classroom for 60 and then resource for 30. She will also have 30 minutes in resource for writing and for math, with writing being her biggest area of struggle. PT will be done at recess/PE, to avoid pulling her out of class time, and OT will be done mostly during her writing time, in class. Speech will be her only pull-out therapy (we think).

I made up a list of questions for each of her current teachers (gen. ed/special ed), asking things like: What 3 skills should we most work on before September to have her ready for 1st grade? Since she's not going to be in a self-contained class, what focus areas might she miss there, and how can we get them through therapy and at home work? What things have your learned about this year that would benefit her 1st grade teacher to know before the first of the year? The teachers appreciated the list and said they would take some time, fill it out and that maybe her receiving teacher would like to see the answers before breaking for summer.

We will schedule another meeting to discuss what in class accommodations may be needed, but when I talked to the SPACE teacher last week, she was really encouraged and eager to have . She has not had a child with DS before, but has had kids with Tourette's and Asperger's and is ready to learn what she needs to. When I offered to supply a copy of "Teaching Reading to Children with DS" and "Teaching Math to Children with DS" if was in her class, she said "Oh no, the PTSA will by me any book I need to help me with a student in my class!" The principal has a younger sister, now 30, with DS who was in integrated classes all through elementary, so he is very supportive as well.

I think we have a great plan and I'm really excited! Thanks for letting me share it here! I hope everyone has successful meetings and comes up with placements they feel good about for the coming year.

Casey, mom to (DS) and , 6

[Guest guest]

Wow Stacey, it sure does sound like you have a great plan. I wish they had that in the City of Boston!!! I'm going through pure hell right now and am totally wiped out physically and emotionally---I'm getting a high priced lawyer and plan to pay him every penny I have for some piece of mind.....we'll see

But good for you and good luck; as always keep us posted.

Sherrill

mom to Jillian 8, and (D/s) 4