apraxia and learning disdabilities

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I'm new to this site. My child will turn 5 in a week. He was diagnosed with

verbal apraxia at 3. When he was evaluated at 3, he knew 10 words and was

therefore around 4% intelligibility. He started speech therapy (sporatic for the

next 4 months b/c I had my 2nd child and his ST was pregnant, so she was always

needing subs for his sessions). At 3.5 years old, we found a good and permanent

ST. She evaluated him and he was now at 63% intelligibility. So, yes, apraxia,

but A LOT developmental at that point. She suggested he go to an area speech

school (she is a clinical ST at this school) with a special speech/language pre

k program (the lead teacher is a ST, with some assistance from an OT and a

special ed. teacher). He is in the middle of that year right now. She did her

artic. test again (10 mos. after the 63% score). He's now at 70%. He's now

getting his ending sounds really well and presently they're working on 3

syllable words in sentences. She's very excited b/c he's really progressing

quickly now especially after having started the listening therapy in OT. The

recommendation is that he do the young 5's at the same school for continued work

in speech and language. Then he will repeat kindergarten somewhere else.

He learned his letters and all the sounds in one week- he watched Leapfrog's

letter factory once/day for 1 week when he was 4.5 and learned them SO well. He

can point to any letter and say its name and sound. We've started small reader

books- putting letter sounds together to make words. He can recognize some sight

words (the, etc.). He needs for me to guide him (point to the letters and

words), but he's in prek and just about to turn 5 (young in my mind). He can

count to 40 and beyond with a little assistance. He can identify his #'s through

30 (i point to speed limit signs like 35 and he says thirty five). He's

INCREDIBLY visual and his teachers say that may be his compensating method in

the future.

He gets in the car after school. I ask " what did you do today? " he doesn't say

much, but later in the afternoon he volunteers stuff he did in school without me

asking.

He does have some sensory issues and is seeing an OT for that. She started him

on listening therapy 4 months ago. IMMEDIATELY, his teachers saw huge changes-

he was on the ball, engaged, answering questions, etc. They just said it was

like a switch being turned on inside of him. He is a very obedient, task orient,

people pleaser first child type kid. The kind of kid- the teacher is thrilled

when he shows a little rebellion (running away from her when she asks him to

come in from recess).

He is progressing with fine motor skills, and is pretty on the ball with gross

motor. Will he be the incredible athlete? no, but he loves biking, swimming,

running, hiking (can hike 2 mile mountains), soccer, etc. He can shoot baskets.

He ran a mile road race with us (just walked a little when we had to go up

little hills).

I have talked to a good friend who has taught kindergarten in 2 area private

special ed. schools for the last 20 years. She said not all kids with

speech/language issues go on to have learning disabilities.

My question(s) is...we're not totally convinced that a self contained classroom

is the best environment for him. he's in a class of 12. 1/2 of the kids have

ADD/sensory (my child needs arousal; these kids are more disruptive- have to sit

in rocking chairs and teachers tend to give them more attention which i

understand, but...). noah's the quiet, attentive kid in front.

They just created this young 5's program after 8 years of trying to convince the

school to start it. They are REALLY wanting my son in it. 2 weeks ago, the lead

teacher was saying " one more year of this. " then they heard we were also looking

at a mainstream program with a facilitator. Then, i heard from the director

" Research shows these kids go on to have LD's, so he may have to be in a private

special ed. class for years. "

I am sending all scores and evaluations to my friend who taught k-garten at 2 of

our area special ed. schools for a 2nd opinion. He's in prek right now and will

do a transition class next year no matter where he goes. Then he will repeat

k-garten. Does this sound like a kid who needs years of special ed.? We're also

sending him to a pricey (but VERY highly regarded) day camp this summer for 6

weeks- for kids with sensory issues. Lots of outdoors- hiking, rope swings, zip

line (which he LOVES!), swimming + dance therapy with an OT, yoga, art therapy

with an OT, biking with an OT, etc. 5 days/week. 9-5 daily.

His pediatrician and I find it very difficult to understand that at this point

they can say he needs years of private special ed. We are committed to paying

for private education b/c we realize small classes are what he will need, but

there are private schools with small classes that are not special ed. I know he

will not be at perfection by the time of his repeated kindergarten, but we

wonder why he may not be able to exist in a school like that with continued

support outside (speech, OT, etc.). And we're curious as to why his lead teacher

told us 2 weeks ago- " one more year and then a small classroom environment b/c

of his personality- quiet kid. " then when they heard i was also looking at a

different school, i hear from the director... " he'll need years of private

special ed. "

All we've heard this year from his teacher, his ST and his OT is what tremendous

progress he's made. And this program is for kids with minimal-moderate speech

language problems to begin with. Many kids in the class are going to

dyslexia/language processing schools next year (too old to repeat), but their

issues are very evident, not just " research shows this will turn into

something. " they can't tell a g from a z. Their speech is quite bit better than

my child's, but they have the clear learning disabilities.

Just wondering if anyone has any thoughts on this. thank you for thoughts. I am

getting a 2nd and 3rd opinion from trusted, experienced friends (speech

therapists and special ed. teacher) as well.