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

[Guest guest]

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--curriculumish 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

[Guest guest]

A-M-E-N to that!

From: TinaTerriAustin <austintandt@ bellsouth. net>Subject: Re: Re: what are my options if I didn't like PLACE program in Coconut CrTo: sList@ yahoogroups. comDate: 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

[Guest guest]

Sometimes the low expectations are with us too.

From: sList [mailto:sList ] On Behalf Of Ida KesslerSent: Tuesday, August 19, 2008 8:48 PMTo: sList Subject: Re: Re: what are my options if I didn't like PLACE program in Coconut Cr

Like I said before, I think Baudhuin is probably the best Pre-School choice in the area, but they tend to give a "One-size fits all" kind of education. There should be more placement options (other than only one large inclusion class). Such a large class brings its own challenges like you mention. And for some children, just as much as the self-contained classroom placement do not provide the appropriate education he or she needs at this time. Students should be looked at individually and that is the purpose behind IDEA. It's a shame they do not have a 11-13 student integrated classroom, and that it is not until now that they will start doing reverse mainstreaming (one class with Baudhuin's integrated class), and only under very limited circumstances.

If I had to do it all over again, I would have still placed my son at Baudhuin but would not have been so naive as I was a year ago to assume that I could rely on what they school said was appropriate for my child. Schools, and Baudhuin is no exception, look at their budgets and resources and try to fit everyone in there the best they can. They do not start from the premises of offering an individualized appropriate education for our children. WE PARENTS have to educate ourselves on our children's disability, on special education, the school system, disability education law, and advocacy. To not do so, is to leave our children's education in the hands of people that are looking to do often just the minimum for them. In 13 months, my son had 4 teachers at Baudhuin, and I had the full range from EXCELLENT (I wanted to cry when they left kind of teachers) to NIGHTMARE (meaning 2 months into the school year, she was so out of touch with my child did not know my son could utter a word when he spoke in sentences in every other setting!. Her attitude--not to believe me until she saw video footage .) Basically any school, if you get an AWESOME teacher will be a great school for your child. It is the luck of the draw.

I do find that the low expectations do not just run with some teachers. There are administrators staff that are absolutely wonderful, they even have kids with developmental disabilities and they have their hearts set in the right place, but there are others that can be quite condescending... Just my experience...

Ida

From: TinaTerriAustin <austintandtbellsouth (DOT) net>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

______________________________________________________________________This email has been scanned by the Broward Health Email Security System.______________________________________________________________________

- ----------------------------------------------

Broward Health

[Guest guest]

Thank you Ida and Tina for all your information, and thank you for taking the time to write as much!

After speaking to my advocate, I've begun to start writing IEP goals under about 10 different categories.

Ironically and totally by chance, I was talking this evening to a FORMER autism cluster teacher (she was young with two young boys.) She expressed her dismay at all the paperwork involved in all the IEPS, all the note-taking. She said she got into teaching for the students, not the paperwork. She wanted to know "where's the love". At the time we were talking, I had one ear on her, and my eyes and most of my brain on my little stimmer.

I couldn't give it much thought then, but now, upon reflection, I can totally see her point of view. Now isn't that ironic?

I suppose that goes to show just how important a healthy relationship (including mutual understanding) with the teacher is.

Yet the only instrument the parent has in seeing that the child reaches his/her full potential IS the IEP.

I think, on a preschool level, the parent should be allowed in the class at least in the beginning. And only if they behave (the parents that is!)

That way, the parent can help give THE LOVE, and also directly observe.

Perhaps the parent would only be able to comment briefly at a time at the end of the day.

The parents have a wealth of knowledge about the child and may be able to help the teacher possibly "cut to the chase" on many issues, which the teacher may or may not appreciate.

I understand classtime viewing must be scheduled a week in advance and can only be for a specific predetermined portion of the day.

Thanks so much for your help!

Diane

[Guest guest]

Hi Diane,

I wished we had talked before your child turned 3 because I would have been able to recommend a WONDERFUL program for 2-3 year old at NOVA. It is a part time program where parents DO stay in the classroom with the child and learn along how to do the speech, DIR, and other interventions. My husband and I loved it. The teaching methods are similar to the ones used at Baudhuin and the school is in the building next door so it is great preparation for Baudhuin or other pre-school. I think you would have loved that program. I have seen kids graduate from it and they look like different children than when they went it. It's called "Starting Right".

At Baudhuin, observation time is VERY limited (short period of time through a small space in a partially covered window). They don't want it to interfere with teaching. But I have heard from friends whose children are already in kindergarten that they volunteer at their kids' school and are able to observe more freely.

In terms of love--if you walk down the hallways at Baudhuin, you automatically feel it. At least that is my opinion. I can't speak for other programs though...

That is great you got an advocate to help you sort things out. All the paperwork and rules can be pretty confusing for all involved. Good for you!

Ida

Subject: Re: what are my options if I didn't like PLACE program in Coconut CrTo: sList Date: Wednesday, August 20, 2008, 11:38 PM

Thank you Ida and Tina for all your information, and thank you for taking the time to write as much!

After speaking to my advocate, I've begun to start writing IEP goals under about 10 different categories.

Ironically and totally by chance, I was talking this evening to a FORMER autism cluster teacher (she was young with two young boys.) She expressed her dismay at all the paperwork involved in all the IEPS, all the note-taking. She said she got into teaching for the students, not the paperwork. She wanted to know "where's the love". At the time we were talking, I had one ear on her, and my eyes and most of my brain on my little stimmer.

I couldn't give it much thought then, but now, upon reflection, I can totally see her point of view. Now isn't that ironic?

I suppose that goes to show just how important a healthy relationship (including mutual understanding) with the teacher is.

Yet the only instrument the parent has in seeing that the child reaches his/her full potential IS the IEP.

I think, on a preschool level, the parent should be allowed in the class at least in the beginning. And only if they behave (the parents that is!)

That way, the parent can help give THE LOVE, and also directly observe.

Perhaps the parent would only be able to comment briefly at a time at the end of the day.

The parents have a wealth of knowledge about the child and may be able to help the teacher possibly "cut to the chase" on many issues, which the teacher may or may not appreciate.

I understand classtime viewing must be scheduled a week in advance and can only be for a specific predetermined portion of the day.

Thanks so much for your help!

Diane

[Guest guest]

You might want to check with your school’s ESE Coordinator

but parents cannot be bared from the classroom. There must have been and ALJ

decision regarding this matter or perhaps they realized it was wrong. The

school’s first reason use to be that letting a parent into the room was a

privacy issue. I insisted that I was not going to ask for neither names or

social security numbers. Then the issue became it was disruptive. Have you ever

seen an autistic child care who was in the room? It never made any sense to me

that in an open society it should be a closed society when it comes to

educating our children.

From:

sList [mailto:sList ] On Behalf

Of Ida Kessler

Sent: Thursday, August 21, 2008 12:16 PM

To: sList

Subject: Re: Re: what are my options if I didn't like

PLACE program in Coconut Cr

Hi Diane,

I wished we had talked before your child turned 3 because

I would have been able to recommend a WONDERFUL program for 2-3 year old at

NOVA. It is a part time program where parents DO stay in the classroom with

the child and learn along how to do the speech, DIR, and other interventions.

My husband and I loved it. The teaching methods are similar to the ones used

at Baudhuin and the school is in the building next door so it is great

preparation for Baudhuin or other pre-school. I think you would have loved that

program. I have seen kids graduate from it and they look like different

children than when they went it. It's called " Starting Right " .

At Baudhuin, observation time is VERY limited (short

period of time through a small space in a partially covered window). They

don't want it to interfere with teaching. But I have heard from friends whose

children are already in kindergarten that they volunteer at their kids'

school and are able to observe more freely.

In terms of love--if you walk down the hallways at

Baudhuin, you automatically feel it. At least that is my opinion. I can't

speak for other programs though...

That is great you got an advocate to help you sort things

out. All the paperwork and rules can be pretty confusing for all

involved. Good for you!

Ida

From: Diane Rosenstein

Subject: Re: what are my options if I didn't like PLACE program

in Coconut Cr

To: sList

Date: Wednesday, August 20, 2008, 11:38 PM

Thank

you Ida and Tina for all your information, and thank you for taking the time

to write as much!

After

speaking to my advocate, I've begun to start writing IEP goals under about 10

different categories.

Ironically

and totally by chance, I was talking this evening to a FORMER autism cluster

teacher (she was young with two young boys.) She expressed her

dismay at all the paperwork involved in all the IEPS, all the

note-taking. She said she got into teaching for the students, not the

paperwork. She wanted to know " where's the love " . At

the time we were talking, I had one ear on her, and my eyes and most of

my brain on my little stimmer.

I

couldn't give it much thought then, but now, upon reflection, I can totally

see her point of view. Now isn't that ironic?

I

suppose that goes to show just how important a healthy relationship

(including mutual understanding) with the teacher is.

Yet

the only instrument the parent has in seeing that the child reaches his/her

full potential IS the IEP.

I

think, on a preschool level, the parent should be allowed in the class at

least in the beginning. And only if they behave (the parents that is!)

That

way, the parent can help give THE LOVE, and also directly observe.

Perhaps

the parent would only be able to comment briefly at a time at the end of the

day.

The

parents have a wealth of knowledge about the child and may be able to help

the teacher possibly " cut to the chase " on many issues, which the

teacher may or may not appreciate.

I

understand classtime viewing must be scheduled a week in advance and can only

be for a specific predetermined portion of the day.

Thanks

so much for your help!

Diane

[Guest guest]

Diane,

I too am trying to decide whether to send my 3 year old son to

Baudhuin. I toured the school two weeks ago with Tammy. The

facilities are great. If you are not aware, there is a typical

preschool in an attached building and they share a common

playground. Therefore there is atleast some interaction with

typicals. Is it enough? I don't think so. If my son does go to

Baudhuin we will have to make sure he has some other activity

involvement for socilization with typicals.

Then you have the complex PLACE classrooms within the home schools.

I was told the programs are basically the same with more opportunity

for inclusion. I was told if you don't like the class you can

request a transfer to another school that offers PLACE classrooms.

My son is transferring from a private inclusion preschool where he

received services from the county (ST, OT & SE) along with private

ABA shadow. He too is very intelligent and he has good classroom

skills.

Such huge decisions to make regarding the future life of our children

is almost impossible! Someone told me the other day that there son

had been at Baudhuin for a year and they have seen no improvement.

He is non-verbal. They say Baudhuin is a great " baby sitter " . The

mother also freely stated that this was their personal experience and

that others felt differently. She guided me to this Yahoo Group to

search for answers.

Good Luck to you and your son.

>

> 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--curriculumish 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

>

[Guest guest]

dear diane: i highly recommend baudhuin. my son attended for the two year program between 2001-2003. i saw significant improvement. i firmly believe that it is the best option for an autistic child in this part of the country. please contact me if you wish to have more specific information. best wishes , oscar.

From: sList [mailto:sList ] On Behalf Of lcontesSent: Friday, August 22, 2008 3:12 PMTo: sList Subject: Re: what are my options if I didn't like PLACE program in Coconut Cr

Diane,I too am trying to decide whether to send my 3 year old son to Baudhuin. I toured the school two weeks ago with Tammy. The facilities are great. If you are not aware, there is a typical preschool in an attached building and they share a common playground. Therefore there is atleast some interaction with typicals. Is it enough? I don't think so. If my son does go to Baudhuin we will have to make sure he has some other activity involvement for socilization with typicals. Then you have the complex PLACE classrooms within the home schools. I was told the programs are basically the same with more opportunity for inclusion. I was told if you don't like the class you can request a transfer to another school that offers PLACE classrooms. My son is transferring from a private inclusion preschool where he received services from the county (ST, OT & SE) along with private ABA shadow. He too is very intelligent and he has good classroom skills.Such huge decisions to make regarding the future life of our children is almost impossible! Someone told me the other day that there son had been at Baudhuin for a year and they have seen no improvement. He is non-verbal. They say Baudhuin is a great "baby sitter". The mother also freely stated that this was their personal experience and that others felt differently. She guided me to this Yahoo Group to search for answers.Good Luck to you and your son.>> 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--curriculumish 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>