jcox
New Member
My son is 7 y.o with the diagnoses of Pervasive Developmental Disorder (PDD)-not otherwise specified, BiPolar (BP), ADHD, sensory processing disorder (SPD), Generalized Anxiety Disorder (GAD), and NLD. He is currently in a substantially seperate classroom. His 1:1 aid and the SPED director are pushing me to mainsteam him again. At the beginning of kindergarten last year he lasted two months. By that time he was suspended 5 times. They placed him in his current setting with is a small SPED Emotionally Disturbed class with 5 other boys. He has since been placed on a new medication regimine and his BiPolar (BP) is mostly stable. He still has high anxiety and is easily overstimulated.
Recently I got him IEE testing in the areas of Developmental Behavioral Pediatrics, neuropsychologist, and educational evaluations. All three recomend that he: would do "well in a classroom that is oriented toward the education of children with significant behavioral and emotional problems. A small, highly structured classroom with both emotional and beh avioral supports (e.g. a program of behavior modification with specific goals) will be helpful. Also, a classroom that minimizes the stimulation level E receives will be helpful. My recommendation is that E continues a specialized program. Given E's neuropsychological and emotional status, he is not likely to thrive in a mainstream setting at this time".... and similar recomendations.
I am confused and don't know what to do. He is not really with any children his own age in his current setting which is at the 3-4th grade school, not the K-2 one. It is the only substantially seperate school in our district.
I am wondering if anyone has sucessfully mainstreamed their child who has an Autism Spectrum Disorders (ASD) once they were placed in a SPED class? Did you do it gradually or all together? How did the child react? Also wanting to hear stories of children with an Autism Spectrum Disorders (ASD) who were mainstreamed and your experiences. Do you think I should listen to the evaluators in this case or try mainstreaming him to see what happens?
Recently I got him IEE testing in the areas of Developmental Behavioral Pediatrics, neuropsychologist, and educational evaluations. All three recomend that he: would do "well in a classroom that is oriented toward the education of children with significant behavioral and emotional problems. A small, highly structured classroom with both emotional and beh avioral supports (e.g. a program of behavior modification with specific goals) will be helpful. Also, a classroom that minimizes the stimulation level E receives will be helpful. My recommendation is that E continues a specialized program. Given E's neuropsychological and emotional status, he is not likely to thrive in a mainstream setting at this time".... and similar recomendations.
I am confused and don't know what to do. He is not really with any children his own age in his current setting which is at the 3-4th grade school, not the K-2 one. It is the only substantially seperate school in our district.
I am wondering if anyone has sucessfully mainstreamed their child who has an Autism Spectrum Disorders (ASD) once they were placed in a SPED class? Did you do it gradually or all together? How did the child react? Also wanting to hear stories of children with an Autism Spectrum Disorders (ASD) who were mainstreamed and your experiences. Do you think I should listen to the evaluators in this case or try mainstreaming him to see what happens?