I originally came to this site many years ago because of my difficult child who's 15 now. Ten years later, here I am again because of my 2nd child, who's 5 and has her share of anxiety issues. She's been in the county's Special Education preschool program at a local elementary school for 3 years. She is transitioning to Kindergarten next year. This school and everyone there have been terrific -- far different from the other school and personnel I dealt with with my difficult child. Last year, her teacher raised the idea of her staying at this school for Kindergarten, rather than going to her base school. The principal was receptive. She has selective mutism, along with other things in the anxiety family. The teachers, the school psychiatric all agree. We haven't sought outside treatment for many reasons. But the school has been great in working with me to help her, and we've seen progress. They've also seen the regression from things beyond anyone's control -- illness, a substitute teacher, strangers entering the room, etc. So, they have experienced, and acknowledged, firsthand how important things like familiarity, structure, change only one thing at atime, are. Everyone there, including the Special Education team, agree it is best for her to stay there. The school's testing, because the psychiatric took the time to get familiar with her first, was able to show her true, very high, IQ -- the highest the school psychiatric had ever administered! It is only in the last 6 months or so as I have gotten to know her teacher better than I realized how huge the discrepancy between the child the school sees (very quiet, non-responsive) and the "real" child is. I showed a video to the teacher and she was stunned! In the 3 years she's been at that school, she has made slow progress -- but she's still got a long, long way to go. The school did continue to qualify her, using the ED label, and we're in the process of writing her IEP for Kindergarten. Some "IEP expert" at the school decided that her placement -- to keep her at this school -- was not an IEP issue. The school psychiatric feels strongly that it is (I haven't spoken to her about this yet, but hope to today). I feel strongly that it is also. Why on earth would it not be an IEP issue? The base school is an all-day program, larger classes, with all completely unfamiliar people and territory. I know that some kids in this situation might not, but I KNOW my child is going to feel a complete sense of loss and abandonment inside. All at once, every support she has ever known -- emotional or physical -- will be taken away. She NEEDS, BECAUSE of her disability that qualified her for the ED label (I didn't like that label, but that said that's where anxiety fit), to stay at this school because it provides what she needs.