My son is low-functioning and non-verbal. He spent K & 1st in SDC
which I felt was the best fit since he "fit in". Thanks to some of
you on this list, I decided to push for inclusion. He was supposedly
mainstreamed during 1st but what I noticed is that just meant
he "visited" another class during a time when it was most convenient
which was unstructured time. During my son's IEP, I told the team I
wanted my son fully included - period. Nobody felt it was possible.
My son could not sit still, stimmed, tantrumed during transitions,
couldn't talk, understood very little of what was said, was still in
diapers and pretty much ignored his peers. Since the only options in
the school was SDC (low-functioning kids) and typical class with pull-
out to a learning center for certain subjects, they had to come up
with a plan specifically for my son. We agreed that my son would
spend part of the day in SDC and part in a typical class with a
timeline for increasing his typical class time. It is different than
visiting in that my son from day one was treated as a full member of
the typical class having his own seat, having his projects up on the
wall with his classmates, eating lunch with the typical kids, having
the same homework go home which I would adjust to his abilities,
going to the library, computer lab & field trips etc. Since he is
still part-time in SDC, the special ed teacher oversees his academics
and works with the typical teacher to adjust his assignments. He
also has a place to go to when he is having an off day or if the
typical class is doing something that would be inappropriate for him
(art activity with gluten or activity that would be excessively
noisy).
Now as we are 3/4 through the year, my son is in the typical class
about 85% of the day and I feel his program has been very
successful. He is able to sit still in class, stims very little, not
only does he not tantrum during transitions but seems to have a newly
found love for change, his receptive language has skyrocketed, will
use the potty when taken but still not indicating need consistently
and loves spending time with his classmates. The only thing that has
not improved is he is still completely non-verbal but he is signing
more and using a communication device.
This morning I had a monthly meeting with his special ed and typical
class teacher. They both are so excited about how things are going.
The special ed teacher said the district likes the way his program is
structured and are wanting to try it on some other students. They
titled the program a Blended Program. She told me because of my
insistence in including my son, other kids that may not have had an
opportunity to try inclusion now will. I can't tell you how good
that feels. She thanked me for seeing something in my son that she
didn't see and now that her eyes are opened, she is eager to help
other kids.
After the meeting I talked further with the special ed teacher. She
shared that when she was attending school for her degree while
teaching special ed, they would often talk about inclusion but she
just couldn't see it for her students. She felt the kids have to
learn how to act typical BEFORE going into a typical class but now
she sees being in the typical class is where they learn it. She even
went so far as to say now she even questions her validity as a
special ed teacher now that she sees most of the kids are better off
included. Wow! What a change from last year.
The general ed teacher has also learned from this experience. In the
beginning of the year, I sensed an attitude problem about my son
being in her class. I urged her to treat my son like he understands
everything she says but not be surprised when his actions don't show
it. I gave her poems written by adults with autism about how they
understand more than they are capable of expressing. When she would
send homework home, I would detail what alternative I would do to
alter the assignment but keep to the general objective (I homeschool
my other kids so I have lots of resources). Now she is totally on
board and actually requested she have him another year. This
morning, she was referencing different books and articles she has
read on autism applying what she learned to my son. I am sure she
will encounter more autistic kids in her classes so the education she
got this year will pave the way for more successful transitions.
I want to encourage those of you that do not find the school has an
appropriate program to not just accept what is offered but push for
the right plan. My pushing has not only helped my son greatly but
hopefully will help other students in the district too.
[my thanks to MT for allowing me to use her son's story on my site]