Re: Legal issues

November 21, 2008

As Sherry said, it is all about the IEP. If you want your child

mainstreamed, then you need to start with the IEP document.

I just had my child integrated fully in a general ed classroom last

month. His diagnosis is classical autism. And until 4 weeks ago he

was attendig a Complex Place Pre-school which as many of you know is

the MOST restrictive environment for a child with a disability.

NO ONE IN THE IEP TEAM supported my request for inclusion. Not the

classroom teacher, not the school Director, not the Autism

Specialist, not the Speech Pathologist, not the OT, not the School

Counselor, not the ESE specialist, and not the Broward County Schools

Area Program Specialist. It can be intimidating when everyone at the

table tries to convince you that you are not making the best decision

for your child, even when your heart an mind tells you otherwise. But

do not give up. Make your voice heard. Do not stop until you get what

you know your child needs to get an appropriate education.

Prior to the meeting, I had been given many reasons why I should not

seek inclusion for my son at this time (NONE of these reasons were

valid arguments under IDEA but that did not stop the " professionals "

for using them as arguments.) The two " favorite reasons " were:

(1) " The typical children will make fun of him and bully him. "

Listen, most of all have gotten bullied in childhood and our children

will not be an exception but we can not allow anyone to use this as a

reason for segregation. Apparently, now a days, some teachers ARE the

bullies (voting kids out of the class!) Typical children have welcome

my son in the class. He has difficulty socializing and communicating

verbally, but the students follow the teacher's lead in not giving up

on my son. All it takes is one wonderful teacher to set the tone of

tolerance, acceptance and appreciation of diversity. She did that on

the very first day of class when she allowed my son to read out loud

in the poem of the day. All the typical kids where in awe. None of

them can read. That day, thanks to Ms. Michele, they learned that

different means just that-- different, not better or worse and that

we all have different abilities and we all belong learning TOGETHER.

Now my son is not the " weird kid " . His label is " the kid that can

read. " ANd when he reads from the computer screen, his classmates

gather around him and try to interact with him. The teacher has

allowed my son's strenghts to help him overcome his weaknessed, as

she simultaneously works on the IEP goals of socialization and

communication. It can be done.

(2) " If he is not interacting with high functioning ASD classmates

now, trust me, he will not benefit from inclusion. He will not play

with typical kids either. You just have to give him some time to be

ready... " Nothing in the language of IDEA says that the student needs

to be ready for inclusion. The law is based on the premises that

Inclusion is for all who can learn and function in a classroom with

the necessary supports and services in place, per the IEP document.

This, believe it or not, means most if not all of our children. I

have seen documentaries on inclusion with children that are

profoundly affected with their dissability, (one could only move his

fingers, for example)more so than most of our children are, and yet,

the IEP team found a way to make it work. And to my surprise, their

creativity and enthusiasm made it happen without spending much more

on the child's education. Where there is a will, there is a way. Oh,

and just like my son, those children who were mainstream, had never

been happier in their lives!!

I am happy to say that my son is on his 4th week of inclusion and he

is doing great! He loves school. His teacher loves him. She has been

able to phase out most of the additional support she provided the

first two weeks to help him transition. He is starting to play with

the typical children, even if only for one minute, each day. (He is

no longer spending his playground time doodling in the sand, as he

did in Complex Place.) His ability to communicate verbally has

increased tremendously. He fell asleep the other day repeating the

phrase " I love you Ms. Michele, I love you Ms. Michele.. " This is

the first time he expresses in words how he feels about a person.

Wow, what a difference 4 weeks of inclusion have already made for my

son!! I wish the same blessing for each one of you! In fact, this

experience has inspired to start a group to help parents make that

happen, and in return, they would have to pay it forward by being the

advocate for a child with a disability in foster care. If you are

interested in being part of this life changing experience, email me

and I will contact you as soon as I am ready to get started!

Regards, Ida

>

> Does anyone know how many autistic children are legally allowed to

be

> in a mainstream classroom?

> Thank you

>

November 21, 2008

What a beautiful story, Ida! Kudos to you for being tenacious on his behalf.

Hilda

Hilda S. Mitrani

Multilingual Media & Marketing, Inc.

1835 NE Miami Gardens Drive #208

North Miami Beach, FL 33179

hildamitrani@...

-----Original Message-----From: sList [mailto:sList ] On Behalf Of idajkesslerSent: Friday, November 21, 2008 9:55 AMTo: sList Subject: Re: Legal issues

As Sherry said, it is all about the IEP. If you want your child mainstreamed, then you need to start with the IEP document. I just had my child integrated fully in a general ed classroom last month. His diagnosis is classical autism. And until 4 weeks ago he was attendig a Complex Place Pre-school which as many of you know is the MOST restrictive environment for a child with a disability. NO ONE IN THE IEP TEAM supported my request for inclusion. Not the classroom teacher, not the school Director, not the Autism Specialist, not the Speech Pathologist, not the OT, not the School Counselor, not the ESE specialist, and not the Broward County Schools Area Program Specialist. It can be intimidating when everyone at the table tries to convince you that you are not making the best decision for your child, even when your heart an mind tells you otherwise. But do not give up. Make your voice heard. Do not stop until you get what you know your child needs to get an appropriate education.Prior to the meeting, I had been given many reasons why I should not seek inclusion for my son at this time (NONE of these reasons were valid arguments under IDEA but that did not stop the "professionals" for using them as arguments.) The two "favorite reasons" were: (1) "The typical children will make fun of him and bully him." Listen, most of all have gotten bullied in childhood and our children will not be an exception but we can not allow anyone to use this as a reason for segregation. Apparently, now a days, some teachers ARE the bullies (voting kids out of the class!) Typical children have welcome my son in the class. He has difficulty socializing and communicating verbally, but the students follow the teacher's lead in not giving up on my son. All it takes is one wonderful teacher to set the tone of tolerance, acceptance and appreciation of diversity. She did that on the very first day of class when she allowed my son to read out loud in the poem of the day. All the typical kids where in awe. None of them can read. That day, thanks to Ms. Michele, they learned that different means just that-- different, not better or worse and that we all have different abilities and we all belong learning TOGETHER. Now my son is not the "weird kid". His label is "the kid that can read." ANd when he reads from the computer screen, his classmates gather around him and try to interact with him. The teacher has allowed my son's strenghts to help him overcome his weaknessed, as she simultaneously works on the IEP goals of socialization and communication. It can be done.(2) "If he is not interacting with high functioning ASD classmates now, trust me, he will not benefit from inclusion. He will not play with typical kids either. You just have to give him some time to be ready..." Nothing in the language of IDEA says that the student needs to be ready for inclusion. The law is based on the premises that Inclusion is for all who can learn and function in a classroom with the necessary supports and services in place, per the IEP document. This, believe it or not, means most if not all of our children. I have seen documentaries on inclusion with children that are profoundly affected with their dissability, (one could only move his fingers, for example)more so than most of our children are, and yet, the IEP team found a way to make it work. And to my surprise, their creativity and enthusiasm made it happen without spending much more on the child's education. Where there is a will, there is a way. Oh, and just like my son, those children who were mainstream, had never been happier in their lives!!I am happy to say that my son is on his 4th week of inclusion and he is doing great! He loves school. His teacher loves him. She has been able to phase out most of the additional support she provided the first two weeks to help him transition. He is starting to play with the typical children, even if only for one minute, each day. (He is no longer spending his playground time doodling in the sand, as he did in Complex Place.) His ability to communicate verbally has increased tremendously. He fell asleep the other day repeating the phrase " I love you Ms. Michele, I love you Ms. Michele.." This is the first time he expresses in words how he feels about a person. Wow, what a difference 4 weeks of inclusion have already made for my son!! I wish the same blessing for each one of you! In fact, this experience has inspired to start a group to help parents make that happen, and in return, they would have to pay it forward by being the advocate for a child with a disability in foster care. If you are interested in being part of this life changing experience, email me and I will contact you as soon as I am ready to get started!Regards, Ida >> Does anyone know how many autistic children are legally allowed to be> in a mainstream classroom?> Thank you>

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November 21, 2008

Does anyone know how many autistic children are legally allowed to bein a mainstream classroom?

It isn't illegal it depends on your child's goals....call an IEP meeting and create goals that can be met in a placement in a regular classroom.

One site has it all. Your email accounts, your social networks, and the things you love. Try the new AOL.com today!

November 21, 2008

Does anyone know how many autistic children are legally allowed to bein a mainstream classroom?

It isn't illegal it depends on your child's goals....call an IEP meeting and create goals that can be met in a placement in a regular classroom.

One site has it all. Your email accounts, your social networks, and the things you love. Try the new AOL.com today!

November 21, 2008

Does anyone know how many autistic children are legally allowed to bein a mainstream classroom?

It isn't illegal it depends on your child's goals....call an IEP meeting and create goals that can be met in a placement in a regular classroom.

One site has it all. Your email accounts, your social networks, and the things you love. Try the new AOL.com today!

November 21, 2008

You know this is a problem that is spread across all persons with disabilities

and delays.

The system is so set in its way, they don't realize inclusion benefits "everybody".

And they push parents into thinking that is what their child "needs", before you sit down to the table.

From: sList [mailto:sList ] On Behalf Of Hilda S. MitraniSent: Friday, November 21, 2008 10:19 AMTo: sList Subject: RE: Re: Legal issues

What a beautiful story, Ida! Kudos to you for being tenacious on his behalf.

Hilda

Hilda S. Mitrani

Multilingual Media & Marketing, Inc.

1835 NE Miami Gardens Drive #208

North Miami Beach, FL 33179

hildamitranicomcast (DOT) net

-----Original Message-----From: sList [mailto:sList ] On Behalf Of idajkesslerSent: Friday, November 21, 2008 9:55 AMTo: sList Subject: Re: Legal issues

As Sherry said, it is all about the IEP. If you want your child mainstreamed, then you need to start with the IEP document. I just had my child integrated fully in a general ed classroom last month. His diagnosis is classical autism. And until 4 weeks ago he was attendig a Complex Place Pre-school which as many of you know is the MOST restrictive environment for a child with a disability. NO ONE IN THE IEP TEAM supported my request for inclusion. Not the classroom teacher, not the school Director, not the Autism Specialist, not the Speech Pathologist, not the OT, not the School Counselor, not the ESE specialist, and not the Broward County Schools Area Program Specialist. It can be intimidating when everyone at the table tries to convince you that you are not making the best decision for your child, even when your heart an mind tells you otherwise. But do not give up. Make your voice heard. Do not stop until you get what you know your child needs to get an appropriate education.Prior to the meeting, I had been given many reasons why I should not seek inclusion for my son at this time (NONE of these reasons were valid arguments under IDEA but that did not stop the "professionals" for using them as arguments.) The two "favorite reasons" were: (1) "The typical children will make fun of him and bully him." Listen, most of all have gotten bullied in childhood and our children will not be an exception but we can not allow anyone to use this as a reason for segregation. Apparently, now a days, some teachers ARE the bullies (voting kids out of the class!) Typical children have welcome my son in the class. He has difficulty socializing and communicating verbally, but the students follow the teacher's lead in not giving up on my son. All it takes is one wonderful teacher to set the tone of tolerance, acceptance and appreciation of diversity. She did that on the very first day of class when she allowed my son to read out loud in the poem of the day. All the typical kids where in awe. None of them can read. That day, thanks to Ms. Michele, they learned that different means just that-- different, not better or worse and that we all have different abilities and we all belong learning TOGETHER. Now my son is not the "weird kid". His label is "the kid that can read." ANd when he reads from the computer screen, his classmates gather around him and try to interact with him. The teacher has allowed my son's strenghts to help him overcome his weaknessed, as she simultaneously works on the IEP goals of socialization and communication. It can be done.(2) "If he is not interacting with high functioning ASD classmates now, trust me, he will not benefit from inclusion. He will not play with typical kids either. You just have to give him some time to be ready..." Nothing in the language of IDEA says that the student needs to be ready for inclusion. The law is based on the premises that Inclusion is for all who can learn and function in a classroom with the necessary supports and services in place, per the IEP document. This, believe it or not, means most if not all of our children. I have seen documentaries on inclusion with children that are profoundly affected with their dissability, (one could only move his fingers, for example)more so than most of our children are, and yet, the IEP team found a way to make it work. And to my surprise, their creativity and enthusiasm made it happen without spending much more on the child's education. Where there is a will, there is a way. Oh, and just like my son, those children who were mainstream, had never been happier in their lives!!I am happy to say that my son is on his 4th week of inclusion and he is doing great! He loves school. His teacher loves him. She has been able to phase out most of the additional support she provided the first two weeks to help him transition. He is starting to play with the typical children, even if only for one minute, each day. (He is no longer spending his playground time doodling in the sand, as he did in Complex Place.) His ability to communicate verbally has increased tremendously. He fell asleep the other day repeating the phrase " I love you Ms. Michele, I love you Ms. Michele.." This is the first time he expresses in words how he feels about a person. Wow, what a difference 4 weeks of inclusion have already made for my son!! I wish the same blessing for each one of you! In fact, this experience has inspired to start a group to help parents make that happen, and in return, they would have to pay it forward by being the advocate for a child with a disability in foster care. If you are interested in being part of this life changing experience, email me and I will contact you as soon as I am ready to get started!Regards, Ida >> Does anyone know how many autistic children are legally allowed to be> in a mainstream classroom?> Thank you>

No virus found in this incoming message.Checked by AVG.Version: 7.5.549 / Virus Database: 270.9.8/1800 - Release Date: 11/19/2008 6:55 PM

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

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

Broward Health

November 21, 2008

You know this is a problem that is spread across all persons with disabilities

and delays.

The system is so set in its way, they don't realize inclusion benefits "everybody".

And they push parents into thinking that is what their child "needs", before you sit down to the table.

From: sList [mailto:sList ] On Behalf Of Hilda S. MitraniSent: Friday, November 21, 2008 10:19 AMTo: sList Subject: RE: Re: Legal issues

What a beautiful story, Ida! Kudos to you for being tenacious on his behalf.

Hilda

Hilda S. Mitrani

Multilingual Media & Marketing, Inc.

1835 NE Miami Gardens Drive #208

North Miami Beach, FL 33179

hildamitranicomcast (DOT) net

-----Original Message-----From: sList [mailto:sList ] On Behalf Of idajkesslerSent: Friday, November 21, 2008 9:55 AMTo: sList Subject: Re: Legal issues

As Sherry said, it is all about the IEP. If you want your child mainstreamed, then you need to start with the IEP document. I just had my child integrated fully in a general ed classroom last month. His diagnosis is classical autism. And until 4 weeks ago he was attendig a Complex Place Pre-school which as many of you know is the MOST restrictive environment for a child with a disability. NO ONE IN THE IEP TEAM supported my request for inclusion. Not the classroom teacher, not the school Director, not the Autism Specialist, not the Speech Pathologist, not the OT, not the School Counselor, not the ESE specialist, and not the Broward County Schools Area Program Specialist. It can be intimidating when everyone at the table tries to convince you that you are not making the best decision for your child, even when your heart an mind tells you otherwise. But do not give up. Make your voice heard. Do not stop until you get what you know your child needs to get an appropriate education.Prior to the meeting, I had been given many reasons why I should not seek inclusion for my son at this time (NONE of these reasons were valid arguments under IDEA but that did not stop the "professionals" for using them as arguments.) The two "favorite reasons" were: (1) "The typical children will make fun of him and bully him." Listen, most of all have gotten bullied in childhood and our children will not be an exception but we can not allow anyone to use this as a reason for segregation. Apparently, now a days, some teachers ARE the bullies (voting kids out of the class!) Typical children have welcome my son in the class. He has difficulty socializing and communicating verbally, but the students follow the teacher's lead in not giving up on my son. All it takes is one wonderful teacher to set the tone of tolerance, acceptance and appreciation of diversity. She did that on the very first day of class when she allowed my son to read out loud in the poem of the day. All the typical kids where in awe. None of them can read. That day, thanks to Ms. Michele, they learned that different means just that-- different, not better or worse and that we all have different abilities and we all belong learning TOGETHER. Now my son is not the "weird kid". His label is "the kid that can read." ANd when he reads from the computer screen, his classmates gather around him and try to interact with him. The teacher has allowed my son's strenghts to help him overcome his weaknessed, as she simultaneously works on the IEP goals of socialization and communication. It can be done.(2) "If he is not interacting with high functioning ASD classmates now, trust me, he will not benefit from inclusion. He will not play with typical kids either. You just have to give him some time to be ready..." Nothing in the language of IDEA says that the student needs to be ready for inclusion. The law is based on the premises that Inclusion is for all who can learn and function in a classroom with the necessary supports and services in place, per the IEP document. This, believe it or not, means most if not all of our children. I have seen documentaries on inclusion with children that are profoundly affected with their dissability, (one could only move his fingers, for example)more so than most of our children are, and yet, the IEP team found a way to make it work. And to my surprise, their creativity and enthusiasm made it happen without spending much more on the child's education. Where there is a will, there is a way. Oh, and just like my son, those children who were mainstream, had never been happier in their lives!!I am happy to say that my son is on his 4th week of inclusion and he is doing great! He loves school. His teacher loves him. She has been able to phase out most of the additional support she provided the first two weeks to help him transition. He is starting to play with the typical children, even if only for one minute, each day. (He is no longer spending his playground time doodling in the sand, as he did in Complex Place.) His ability to communicate verbally has increased tremendously. He fell asleep the other day repeating the phrase " I love you Ms. Michele, I love you Ms. Michele.." This is the first time he expresses in words how he feels about a person. Wow, what a difference 4 weeks of inclusion have already made for my son!! I wish the same blessing for each one of you! In fact, this experience has inspired to start a group to help parents make that happen, and in return, they would have to pay it forward by being the advocate for a child with a disability in foster care. If you are interested in being part of this life changing experience, email me and I will contact you as soon as I am ready to get started!Regards, Ida >> Does anyone know how many autistic children are legally allowed to be> in a mainstream classroom?> Thank you>

No virus found in this incoming message.Checked by AVG.Version: 7.5.549 / Virus Database: 270.9.8/1800 - Release Date: 11/19/2008 6:55 PM

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

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

Broward Health

November 22, 2008

I tried really hard not to get involved in this one. For those of you that know me, I really tried.

Several points jump out at me here and these are just thoughts, with no real answers or instant panaceas b/c there really are no perfect situations for our kids.

Inclusion: When I used to think of this term, I thought, this sounds perfect. In most districts, in means our kids can be in classes with other kids and there are usually 2 teachers, an ESE teacher and a General Education teacher. Sounds great in theory. However, the reality is not so. The teachers need to get along and work together, which in itself is a great feat to accomplish and people have personalities and are imperfect by nature. This does not always happen and cannot be predicted before my kid gets placed in their class. This means more children per class, b/c there are now 2 teachers so they generally place double the children in a classroom setting. Inclusion also means that not only can my child be in that class wtih all of his special needs and accomodations but so can every other child with an IEP, with autism or other emotional/behavioral disabilties as well. Therefore, there are usually more than just my child being served in that class and taking up a lot more attention of the teachers and/or aides. Not to mention, I want my son to learn pro-social behaivors from his peers. That is one of the goals for placing him in there. But, how do I feel about him also learning the behaivors of the emotionally/behaviorally disabled children? Not so good about that. My other issue is more children, more noise, more chaos. If my child begins to act up for whatever reason, what are the other children's rights to a free and public education? Why should those other children be subjected to my son's behavioral issues? Of course, I love to cite the law and the IEP and what the school systems are supposed to be doing, but in the meantime, my son is being used as the guinea pig until everyone learns about autism and the accomodations and how to teach him and the many strategies to use and on and on and on.

Financially, there is no money and I see many one to one aides for kids which ultimately drains whatever IDEA funds there are or are not. Kids have one to ones on buses and in their classes. There are many pitfalls to this seemingly great resource. That one to one may or may not have any type of degree or behavioral training. They usually make minimum wage and want job security. I have witnessed aides who sabotage children's progress in order to keep their jobs. Kids become dependent on their aides and do not learn from the teachers, but from their aides. There is much research on the issues that come with this support. Obviously this is not true for everyone but it happens a lot more than people are aware of. The resources are being utilized for supports such as one to ones and parents are fighting for it and feel justified but apparently do not realize that the funding for that aide comes from somewhere (IDEA) and then gets pulled from resources that would actually improve the school system to meet the needs of our children overall, like training opportunities, behavioral training opportunities and the like. Merely giving our kids a classroom aide does not address the bigger issue.

The adversarial relationships between parents and the schools has got to stop. The schools overall are not trying to harm our children and keep them from success. The situation Ida spoke of was one situation in a thousand, where her son is currently really successful. It does not always work out like that. In fact, it is usually the opposite. The General Ed. teacher usually has no clue how to teach our kids, what modificaitons or accomodations are and how to utilize them and then they are doing the best they can in a class of 20 or more children, with at least 5 of them with behavior problems at any given time. It is important to work together as a team. Now, I do believe the culture of the school is important to determining how they accept or tolerate our kids, which stems from the administration. Some administrators are autism/ESE friendly and some are not. This belief trickles down to the staff.

I am sure I have many more thoughts about these issues but am done for now b/c my son is climbing on me to get to the computer. I am certain I will see others' opinions on this as well.

Legal issuesTo: sList Date: Wednesday, November 19, 2008, 10:48 PMDoes anyone know how many autistic children are legally allowed to be

in a mainstream classroom?

Thank you

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

November 22, 2008

I tried really hard not to get involved in this one. For those of you that know me, I really tried.

Several points jump out at me here and these are just thoughts, with no real answers or instant panaceas b/c there really are no perfect situations for our kids.

Inclusion: When I used to think of this term, I thought, this sounds perfect. In most districts, in means our kids can be in classes with other kids and there are usually 2 teachers, an ESE teacher and a General Education teacher. Sounds great in theory. However, the reality is not so. The teachers need to get along and work together, which in itself is a great feat to accomplish and people have personalities and are imperfect by nature. This does not always happen and cannot be predicted before my kid gets placed in their class. This means more children per class, b/c there are now 2 teachers so they generally place double the children in a classroom setting. Inclusion also means that not only can my child be in that class wtih all of his special needs and accomodations but so can every other child with an IEP, with autism or other emotional/behavioral disabilties as well. Therefore, there are usually more than just my child being served in that class and taking up a lot more attention of the teachers and/or aides. Not to mention, I want my son to learn pro-social behaivors from his peers. That is one of the goals for placing him in there. But, how do I feel about him also learning the behaivors of the emotionally/behaviorally disabled children? Not so good about that. My other issue is more children, more noise, more chaos. If my child begins to act up for whatever reason, what are the other children's rights to a free and public education? Why should those other children be subjected to my son's behavioral issues? Of course, I love to cite the law and the IEP and what the school systems are supposed to be doing, but in the meantime, my son is being used as the guinea pig until everyone learns about autism and the accomodations and how to teach him and the many strategies to use and on and on and on.

Financially, there is no money and I see many one to one aides for kids which ultimately drains whatever IDEA funds there are or are not. Kids have one to ones on buses and in their classes. There are many pitfalls to this seemingly great resource. That one to one may or may not have any type of degree or behavioral training. They usually make minimum wage and want job security. I have witnessed aides who sabotage children's progress in order to keep their jobs. Kids become dependent on their aides and do not learn from the teachers, but from their aides. There is much research on the issues that come with this support. Obviously this is not true for everyone but it happens a lot more than people are aware of. The resources are being utilized for supports such as one to ones and parents are fighting for it and feel justified but apparently do not realize that the funding for that aide comes from somewhere (IDEA) and then gets pulled from resources that would actually improve the school system to meet the needs of our children overall, like training opportunities, behavioral training opportunities and the like. Merely giving our kids a classroom aide does not address the bigger issue.

The adversarial relationships between parents and the schools has got to stop. The schools overall are not trying to harm our children and keep them from success. The situation Ida spoke of was one situation in a thousand, where her son is currently really successful. It does not always work out like that. In fact, it is usually the opposite. The General Ed. teacher usually has no clue how to teach our kids, what modificaitons or accomodations are and how to utilize them and then they are doing the best they can in a class of 20 or more children, with at least 5 of them with behavior problems at any given time. It is important to work together as a team. Now, I do believe the culture of the school is important to determining how they accept or tolerate our kids, which stems from the administration. Some administrators are autism/ESE friendly and some are not. This belief trickles down to the staff.

I am sure I have many more thoughts about these issues but am done for now b/c my son is climbing on me to get to the computer. I am certain I will see others' opinions on this as well.

Legal issuesTo: sList Date: Wednesday, November 19, 2008, 10:48 PMDoes anyone know how many autistic children are legally allowed to be

in a mainstream classroom?

Thank you

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

November 22, 2008

Some schools in Broward county have what they called until this year

" Integrated PLACE classroom " In that setting, 50% of the children are

typically developing children and 50% have a developmental disability--

not necesarily autism, it could be a speech delay, a sensory

integration disability,etc... I am not sure what degree the teacher

must have though. Ida

>

> Hello Everybody,

>

> I was told that it is illegal for a mainstream classroom to have more

than

> four autistic students in a classroom, especially when the teacher is

not a

> special ed. teacher.........is this true?

>

> Also, if a teacher has autistic children in her mainstream classroom

is she

> required to take special training for her sake and the sake of the

autistic

> children?

>

> thank you in advanced

>

November 22, 2008

We all have different experiences because our children all have

different needs and go to different schools and have different

teachers. The " Complex Place " program failed my son in some crucial

aspects so I was ready to try something different. Many people I know

are super happy with having their children in cluster classrooms and

I respect their decision but it is important to keep in mind that for

a child to be mainstreamed/included, having an aid is not by any

means the only way. These are some examples of other techniques used

around the country and like everything in life when done correctly,

can work wonderfully. Again, that does not mean that clusters always

works and inclusion only sometimes. I pulled out my son from one of

the most prestigious Pre-Schools in Broward county and I still have

friends whose children attend that school and many of them are

struggling with the way their children's need are not being addressed

properly, so cluster is not as a " safe alternative " as many people

think. The most important thing is for every parent to be very

involved in the education of their child, have great communication

with the teacher, and observe their child in the classroom more than

once a year, regardless of what setting he or she is in.

These are some of the other options to having a shadow or an aid

specifically assigned to your child. (My child does not have one..)

Co-Teaching

Station Teaching

Integrated Therapy

Peer-Support

Study/Work Time

My son's new school uses some of these techniques, and it does not

require for them to spend additional funding in providing services

for him. (His old school had 3 speech therapist and 3 OTs, 3 autism

specialists and a behaviorist on site. His new school only has one OT

onsite and shares the other specialists with other schools in the

area, yet my son has never made more progress in behavior, speech and

socialization than now in the new school.) It is more about using

resources in an innovetive effective way. The result is that not only

childen with special needs in the classroom benefit but so do typical

children. Dr. Jill England who was one of the speakes in one of the

weekend with the experts showed evidence of how this can be done and

told us that testing results show that typical children in inclusion

classes score HIGHER and get a better education that children who are

not. But we have been told over and over again that our children will

take away from other children's ability to learn that we take for

granted that is certainly the case and nothing can be done about it.

I met Dr. England several months before she came to speak at NOVA and

the evidence she presented at that workshops was one of the main

reasons I changed my way of thinking about cluster vs. inclusion.

The law is there, we need to inform ourselves about our children's

rights and about all the special education techniques available, and

then have to make sure that the schools abide by it. I pulled my son

out of the Complex Place school but I went back to meet with the

Headmasters to explain how I felt the school fail my child in the

hopes that they will do better with other children that will attend

there in the future. I was pleasantly surprised that they were very

receptive and want to train their teachers on these issues. It is a

hard struggle, by no means I am saying it is not. But these are our

children and we can not through our arms up in the air and give up on

the system. We have to work to change it, even when we already have a

full plate in front of us because if we don't do it, no one else

will. Best wishes for all, Ida

>

> Subject: Legal issues

> To: sList

> Date: Wednesday, November 19, 2008, 10:48 PM

>

> Does anyone know how many autistic children are legally allowed to

be

> in a mainstream classroom?

> Thank you

>

> ------------------------------------

>

November 22, 2008