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Does it ever get better???
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<blockquote data-quote="InsaneCdn" data-source="post: 655916" data-attributes="member: 11791"><p>ED classroom is not appropriate.</p><p> </p><p>They could give him a semi-dedicated aide, in ALL mainstreamed classes. This has to be a person with understanding of Aspergers, who can recognize overload and pull him out for a break before he boils over. This person can and should be assisting others in the class who are struggling, but priority goes to helping the Aspie kid learn how to cope. It's not about rewards and punishments. It's about learning to read your own responses and have a plan that is safe and acceptable - and approved in the IEP so teachers can't say no.</p><p> </p><p>I've seen kids have the right - on THEIR request, not the teacher's - to a hall pass, so they could "walk it off" when they were about to blow. Or a quiet room that they can retreat to, where there is some adult around to keep an eye on things but not interact with (one kid went to the janitor's office, for example - he loved looking at all the equipment, and could be trusted not to touch; another went to the library).</p><p> </p><p>The aide needs to be able to intervene and teach social skills AND be on the look out for bullying and intervene and teach about Asperger's. Yes, it's a tall order. But <em>I have seen it done</em>. One school loved these kids, because they could never justify funds for enough aides. But if they had High-Functioning Autism (HFA) or Aspie in the class, they could make the case for a full time aide... and the aide had time to also help other kids who needed one but couldn't get funding. That was a double benefit - the aide was a "classroom" aide not a "kid" aide, so it took some of the attention off the fact that the kid was coded for a full time aide.</p><p> </p><p>Sometimes, a smaller school with smaller class sizes is an advantage - as long as the other accommodations follow. Smaller usually reduces noise and chaos and other triggering events.</p></blockquote><p></p>
[QUOTE="InsaneCdn, post: 655916, member: 11791"] ED classroom is not appropriate. They could give him a semi-dedicated aide, in ALL mainstreamed classes. This has to be a person with understanding of Aspergers, who can recognize overload and pull him out for a break before he boils over. This person can and should be assisting others in the class who are struggling, but priority goes to helping the Aspie kid learn how to cope. It's not about rewards and punishments. It's about learning to read your own responses and have a plan that is safe and acceptable - and approved in the IEP so teachers can't say no. I've seen kids have the right - on THEIR request, not the teacher's - to a hall pass, so they could "walk it off" when they were about to blow. Or a quiet room that they can retreat to, where there is some adult around to keep an eye on things but not interact with (one kid went to the janitor's office, for example - he loved looking at all the equipment, and could be trusted not to touch; another went to the library). The aide needs to be able to intervene and teach social skills AND be on the look out for bullying and intervene and teach about Asperger's. Yes, it's a tall order. But [I]I have seen it done[/I]. One school loved these kids, because they could never justify funds for enough aides. But if they had High-Functioning Autism (HFA) or Aspie in the class, they could make the case for a full time aide... and the aide had time to also help other kids who needed one but couldn't get funding. That was a double benefit - the aide was a "classroom" aide not a "kid" aide, so it took some of the attention off the fact that the kid was coded for a full time aide. Sometimes, a smaller school with smaller class sizes is an advantage - as long as the other accommodations follow. Smaller usually reduces noise and chaos and other triggering events. [/QUOTE]
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