Mainstreaming... when is it time?

[megansmom]

I need your advice, especially from those of you who have mainstreamed your children into reg school program. Megan was in special Ed this year and part of the year went to the kindergarten class for a period of 30 min to an hour and a half every day. We feel that she went backwards this year in school and we are thinking about putting her in a reg school program next year. The biggest problem right now is her non-compliance. She also can be disruptive in the classroom.... ie if she doesn't want to sit down she screams. The school here in town has no problem with her coming into the school system, and will provide her with an aide. I'm trying to determine if she is ready. Her current teacher thinks that she isn't ready do to her non-compliance and she still lacks the social skills with the children. She is high functioning and does well with her academics but she is unable to write do to the fact that has cp on her right side so she is left handed, also her vision is questionable meaning she has trouble seeing past her midline.

So, when was your child ready? Do you think it would hurt to try it for a month and see how it goes? I was considering putting her through kindergarten again, in the regular classroom setting. Is this wrong, or should I put her in first grade? I'm concerned that she might not be able to sit for a long duration. Plus she is so used to getting reinforcers. The school year is almost over and I need to make a decision soon. Any advice or thoughts would be greatly appreciated.

Thank you

Tracy

[milivica]

I'm struggling with how to answer this. I don't mean to be vague, but I think the time to focus on mainstreaming is when the child is able to emotionally be a part of her class. I believe autism is nothing more, than a few developmental milestones that didn't develop of stopped developing...work on those milestones, and your child will dramatically improve her 'social' success.

Though if she is hurting for her classmates companionship, then something has to be worked out, ready or not. That's how I feel anyhow.

Being around typically developing peers is not how a child develops typical thought, it is how they can learn to mock typical behaviors, but that's a skill, not a function. Looking at someone's eyes is a skill, getting information from the body language coming from the eyes and face is a function. If you have the function, you'll automatically do the skill. If you apply that to the continual skills nt kids have that asd kids don't, can you see why nt kids have so many skills asd kids do not...cause their neurology automatically has the function.

Leaving her behind a grade, that's your call really. I see nothing wrong with that, but if she's not struggling academically I don't see that just leaving her behind a year is going to help her catch up socially unless you specifically target social development. Again, being around typical kids doesn't rub off on your child, any more than being around folks with no allergies helps you to not break out in hives, or being around kids without epilepsy stops kids with epilepsy from having seizures. Autism is neurological. (of I'm assuming your daughter's is not soley diet based or whatnot)

Anyhow I hope that somewhat answered your question, it's just my opinion I mean.

[Lara]

Tracy,
I'm sorry but I can't really help you with your questions as our situation was very different. I do hope you're able to get some answers and make a decision soon that's the best thing for your daughter's individual situation.

all the best...

[lisa6wks]

Tracy,
How about trying keeping her back in kindergarten with an aide in the regular classroom and a special education teacher to do consultation. Hopefully that will be the best of all words and if her behavior becomes an issue in the classroom, the spec ed teacher could pull her into the resource room on an as needed basis. Also the special ed teacher would set up the reinforcement system and supervise the aide.

Lisa

[peglem]

I keep thinking about the noncompliant behavior. If you can find the cause, or even if she can help it and address that issue, it'll make it easier to know what to do. I think a lot of times our kids are labeled noncompliant when they have some issue that is interferring with their ability to comply, like poor motor planning, absence seizures, or not being given enough time to respond. If you interrupt them during processing a request (like by repeating or restating the request) then they have to start the processing all over. It can look like they are refusing to comply and gets them frustrated pretty quickly. Most children your daughter's age are eager to please, so if she's trying to please, but cannot, it will generate alot of anxiety. And if they are "consequences" for noncompliance, the anxiety increases even more and interferes with processing- a viscious cycle.

[megansmom]

Thanks for your responses... her non-compliancy is related to many different things. She gets frustrated when she can't do something, like write and so she refuses to try. But another way is she wants to play or not do a specific activity and she will act out. This could be the same as most children however if you push her button or try to inforce her to do something she is not wanting to do her behavior gets much worse, it's almost better to just leave her alone so that she won't act out.

but I think the time to focus on mainstreaming is when the child is able to emotionally be a part of her class... Mili....
This is a difficult one for me to determine, she includes herself but sometimes she seems unfocused or maybe too focused to respond if that makes any sense.

Still decided.. will let you know

Tracy

[Keggy]

The school should provide opportunities for her to mainstream a little at a time. Like, she could visit a classroom for storytime... or an activity she will do well at.
I thought my dd could mainstream at 1st grade, so we did this. We actually had her do kin in the morning and a self contained class in the afternoon since we only had half day kinder programs. When it did not work out, we kept her is a full day self contained class. Although my dd had no behavior issues, or academic deficits we did not successfully mainstream her for a few more years. We had a particularly good 2nd grade reg ed teacher, and a inclusion setting for 3rd (nightmare!! all the behavior problems were in there) I think at 5th grade we were completely mainstreamed.
Don't hurry... its stressful for the child and there is no reason why the school can not do a little mainstreaming at a time...