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Special Ed 101
Great Opportunity or Curse?? Self-Contained Class
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<blockquote data-quote="IMSnoopee" data-source="post: 57256" data-attributes="member: 3740"><p>My son was in the very same classroom you're speaking of. He's 8 with-ODD. I say was because he's now in a psychiatric day-treatment program. </p><p></p><p>My son was in two classrooms like this, but one was through the state's head start program, the other through the SD. The head start one was an absolute failure. They did NOT have qualified teachers and the 'helpers' were not qualified to do day-care, let alone deal with emotionally disturbed children.</p><p></p><p>The SD class was wonderful. My son made wonderful friends, had great relationships with his teachers, and enjoyed friendships in the mainstream classroom, as well. My son is intellectually advanced for his age and the classroom did an excellent job at keeping him challenged without overwhelming him. </p><p></p><p>The time-out rooms were optional for my son's class. They were there if the kiddos needed a break and didn't want to have a meltdown in front of the other kids. </p><p></p><p>Mainstream classroom time was very important. The kids were monitored daily with a behavioral score sheet and those scores were recorded and reviewed regularly. As the kids progressed, their mainstream time was adjusted accordingly. </p><p></p><p>I would much rather have my son in the BLC (Behavioral Learning Center) than a mainstream classroom when they are adjusting to their social/emotional disorders. It is very hard on their self-esteems to feel that magnitude of failure in the mainstream classroom. These BLC classrooms are designed to be forgiving and understanding, where mainstream just doesn't have the time or people to do that.</p><p></p><p>I would definately ask for the credentials of the teachers. You want qualified people in there. Not someone with-tons of babysitting or teaching. Someone who has gone to school (MA degree) with emphasis on Special Education; social/emotional disorders. Otherwise you're just looking at babysitters with teaching degrees.</p><p></p><p>My biggest problem with the SD was the lack of wrap-around. We needed help at home to incorporate the learning/discipline/consequence structure. I had asked repeatedly, but they were not prepared for that kind of service. The PDTC (psychiatric day treatment center) my son is in now DOES do that, but emphasizes emotional therapy, not behavior correction (as the SD does). </p><p></p><p>So if your little one needs more therapeutic help, you may need additional counseling to go along with the BLC. It is a good idea for the teacher (case manager teacher), the parents, and the family/child therapist to be in constant communication and working collaboratively on the IEP.</p></blockquote><p></p>
[QUOTE="IMSnoopee, post: 57256, member: 3740"] My son was in the very same classroom you're speaking of. He's 8 with-ODD. I say was because he's now in a psychiatric day-treatment program. My son was in two classrooms like this, but one was through the state's head start program, the other through the SD. The head start one was an absolute failure. They did NOT have qualified teachers and the 'helpers' were not qualified to do day-care, let alone deal with emotionally disturbed children. The SD class was wonderful. My son made wonderful friends, had great relationships with his teachers, and enjoyed friendships in the mainstream classroom, as well. My son is intellectually advanced for his age and the classroom did an excellent job at keeping him challenged without overwhelming him. The time-out rooms were optional for my son's class. They were there if the kiddos needed a break and didn't want to have a meltdown in front of the other kids. Mainstream classroom time was very important. The kids were monitored daily with a behavioral score sheet and those scores were recorded and reviewed regularly. As the kids progressed, their mainstream time was adjusted accordingly. I would much rather have my son in the BLC (Behavioral Learning Center) than a mainstream classroom when they are adjusting to their social/emotional disorders. It is very hard on their self-esteems to feel that magnitude of failure in the mainstream classroom. These BLC classrooms are designed to be forgiving and understanding, where mainstream just doesn't have the time or people to do that. I would definately ask for the credentials of the teachers. You want qualified people in there. Not someone with-tons of babysitting or teaching. Someone who has gone to school (MA degree) with emphasis on Special Education; social/emotional disorders. Otherwise you're just looking at babysitters with teaching degrees. My biggest problem with the SD was the lack of wrap-around. We needed help at home to incorporate the learning/discipline/consequence structure. I had asked repeatedly, but they were not prepared for that kind of service. The PDTC (psychiatric day treatment center) my son is in now DOES do that, but emphasizes emotional therapy, not behavior correction (as the SD does). So if your little one needs more therapeutic help, you may need additional counseling to go along with the BLC. It is a good idea for the teacher (case manager teacher), the parents, and the family/child therapist to be in constant communication and working collaboratively on the IEP. [/QUOTE]
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