Re: Re: what are my options if I didn't like PLACE program in Coconut Cr

August 19, 2008

This was an extremly helpful post.Thank you!

I would like to comment about one part-

"In regards to the integrated classroom. It is important to note that the ratio is 2 adults to 18 kids at times. That is a huge challenge for most of our children. That is the designed program. If a child is not "ready" for that type of setting, it is not a bad thing and it does nto necessarily mean the program is flawed. It is the program. It is full inclusion readiness for the child. The child needs to have a lot of independent functioning skills to be successful in that type of setting."

The fact that Boudhuin has a designed program is not relevant to whether a child is in an integrated class. It is not for Boudhuin to pick and choose which children may be integrated and which will not. The school must accomodate the student not the other way around. Inclusion according to the IDEA is not a choice for schools it is mandated by law. If the child cannot function independently in such a setting, the school must provide supports to help ensure the child's success.

I totally understand your point about a parent's personal choice as to whether that setting is appropriate or the best one for their child. I have made such choices myself due to the inappropriate classes the schools provide. I just want to make it clear that schools do not have the legal authority to cherry pick. Inclsuions is law whether practical or not. A parent's choice is another story.

Fran

Subject: Re: Re: what are my options if I didn't like PLACE program in Coconut CrTo: sList Date: Tuesday, August 19, 2008, 3:52 PM

I am responding to the resounding theme of expectations and Baudhuin.

Baudhuin is a great program. My son attended for 2 years. Now, they have their issues, all programs have issues, rather, all individuals have issues. With this understanding in mind, I still believe they have a great program.

It is important to note that the expectations don't necessarily come from the administration but from the individual teachers and aides in the classrooms. The autism coaches are well trained and the staff are offered many trainings throughout the year and the summers. There are challenges to the program, which could be addressed. I am not going into that right now.

The positives:

All teachers take data and everyone is trained in how to run discrete trials and take data. Everyone has access to their core's speech pathologists, OT's and PT's and the coaches to access strategies for the children in their classrooms. The school has been working towards more socialization opportunities with the typical kids from the other side of the school. My son's class did receive this last year. It is important to note that this is more of a political issue and that it has been reported the typical kids' parents are ignorant as to the benefits of integration/inclusion. It appears that, historically, this has been an issue. Some awareness campaigns would benefit them. Everyone is trained in everything autism, which has its benefits. Other school based programs are varying exceptionalities, which also has its benefits.

The teachers my son had held very high expectations of him, perhaps, higher than I had for him at that time. That is 2 teachers out of the entire staff, I realize.

I remember how anxious I was when my son was going to a program (Baudhuin). I am anxious now that he is going into kindergarten as it is a new school with new teachers, kids, aides. It is a bigger school and there are so many kids. So, every new level has a new level of anxiety and concerns for our kids attached.

What has worked for me so far is to be informed of the IEP. I plan to request the data sheets for my son's goals on a monthly basis. I will build rapport with his teachers and aides. I will ask questions and ensure they have an idea of my son's strengths and challenges and disciplinary/learning strategies we have seen that work for him.

In regards to the integrated classroom. It is important to note that the ratio is 2 adults to 18 kids at times. That is a huge challenge for most of our children. That is the designed program. If a child is not "ready" for that type of setting, it is not a bad thing and it does nto necessarily mean the program is flawed. It is the program. It is full inclusion readiness for the child. The child needs to have a lot of independent functioning skills to be successful in that type of setting. I remember being uncomfortable about this issue for my own son who I view as very social, has some good verbal skills and some good independent functioning skills. However, when I thought about the ratio, I knew he would be more successful in a smaller classroom.

Antoher example: Some parents have asked why I did not push for full inclusion as they believed I would have successfully received this for my kid. Why would I do this when he can have the benefits of both settings? He gets the small class size he needs, one on one instruction and the exposure to the general education settings as well.

I have learned it is important to really know what we want for our kids. Some are fine with just exposing them to inclusive settings. Some want them fully included no matter what (perhaps sometimes, even at the cost of our kids' anxieties, learning). Some want their kids excluded from all inclusive settings.

Knowing sight words are not necessary at age 3. There is one on one time (discrete trials) for the kids to work on their specific iep goals. There is also small group time to work on other goals and large group time to work on yet, more goals.

Baudhuin generally has a method of having children in each class with range of abilities. They do this in order to expose kids to a variety of strenghts. For example, a child who struggles socially would be in a class with another child who is more social. They use the theory that the kids will learn from each other. Not all classes are devised this way but most are.

During playground time and other times during the day, staff are trained to facilitate socialization. They use a variety of strategies to help the children socialize with each other. If you are curious about this, park in the lot across the street and watch playground time. The staff should be very actively moving about doing this, teaching the kids to play, take turns, etc. If they are not, call the school and the coaches will initiate what they call "sweeps" to ensure this takes place. Just from experience... It is part of the overall curriculum.

Whew..... if you have more questions/concerns, ask. Ask Baudhuin too.

Re: what are my options if I didn't like PLACE program in Coconut Cr

Ida:

Ugh!

I have been besides myself in deciding whether or not to send my soon-to-be 3 yr old son to Baudhein (I recently found out he is eligible). The "not" options would be continue to pay for private ABA and perhaps (if even possible) have him attend Baudhein on a parttime basis.

The reason I am for Baudhein is the socialization part, but based on your account, I think I may be wrong.

I am too worried about the low expectation part. My son also knows his colors, letters, numbers, shapes (he likes octagon and pentagon too). I'm worried that he will not be adequately challenged. When he is asked "point to blue" from a field of two, he starts to stim. He totally "flunked" his evaluation for this very reason. He hasn't even set a foot into the school and I'm a little worried about the low expectations.

From the sounds of "a1973"' s e-mail, the PLACE program isn't much better--curriculumi sh speaking.

I appreciate your input about putting tracing letters and sight words on the IEP.

I also have a question in general about IEP and a program like Baudhein for instance. If every child has a different IEP, how can these goals possibly be accomplished in a classroom setting? Is there any one-on-one time to accomplish specific IEP goals? Are children "grouped" according to IEP goals, or are the children grouped according to their perceived "functioning" level.

I would appreciate anybody's input/knowledge in this regard.

I have only heard good things about Baudhein. But now that the time has come, I need details, details, details!

Also Ida, doesn't Baudhein have any program where children such as your own can socialize with typical children for at least part of the day? The main reason I am considering Baudhein IS the socialization part.

Admittedly, some of these questions/concerns may be premature as I have not yet toured the school or received my information packet.

But the opinions and input I receive from 's List is invaluable.

Like I said, thank you for the IEP tips you gave. Any other preschool IEP tips from anyone else would be much appreciated not only for me but to others on this list.

Sincerely,

Diane

August 20, 2008

Good for you, Ida!

Re: what are my options if I didn't like PLACE program in Coconut CrTo: sList Date: Monday, August 18, 2008, 11:19 PM