Guest guest Posted November 20, 2008 Report Share Posted November 20, 2008 The law is a free and appropriate education in the least restrictive environment. Based on the child's IEP and the needs of that child is where the child gets the education. There is no law that states your child cannot be "INCLUDED" in a regular classroom setting. Check out slaw.com for more information, it is very family friendly. Hope this helps. From: sList [mailto:sList ] On Behalf Of royalmp2001Sent: Wednesday, November 19, 2008 10:48 PMTo: sList Subject: Legal issues Does anyone know how many autistic children are legally allowed to bein a mainstream classroom?Thank you______________________________________________________________________This email has been scanned by the Broward Health Email Security System.______________________________________________________________________ - ---------------------------------------------- Broward Health Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 20, 2008 Report Share Posted November 20, 2008 Legally it is based on the child with autism's needs. Although less than 1% is the natural autism population proportion - usually 1 or 2 students with autism per 25 to 30 typical kids is the recommended number otherwise the classroom becomes unnatural and can hinder student outcomes. MOST IMPORTANT question is Are the SUPPORTS in place for the student with autism and the teacher?To: sList From: royalmp2001@...Date: Thu, 20 Nov 2008 03:48:19 +0000Subject: Legal issues Does anyone know how many autistic children are legally allowed to be in a mainstream classroom? Thank you Access your email online and on the go with Windows Live Hotmail. Sign up today. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 21, 2008 Report Share Posted 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 > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 21, 2008 Report Share Posted 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> 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 No virus found in this outgoing message. Checked by AVG. Version: 7.5.549 / Virus Database: 270.9.8/1800 - Release Date: 11/19/2008 6:55 PM Quote Link to comment Share on other sites More sharing options...
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