School mentioning self contained class room?

[Anonymous]

Anonymous wrote:My kid is in a self contained classroom that is multi grade. The teacher has no problem differentiating the curriculum if you demonstrate that you need more challenging work. Last year there were 6 kids, 1 teacher and a para. This year there are 4 kids. Since return to school, 2 came back and 2 are virtual. The amount of 1:1 attention my kid gets is unbelievable.

How did you find the school or program that matches your childs needs?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What grade? It sounds appropriate to me. I wouldn’t be afraid of it. Inclusion is overrated for kids who are behind and need a lot of support. A spade is a spade. You have to put your ego etc. aside.

Wow. It isn't about ego. It is about a kid getting further behind because of covid and services not being all that great over zoom.
It about trying to make sure the school isn't taking the easiest path vrs the best bath for a child. It's about knowing what to ask to make sure whatever classroom or services are the best to move a child forward.

You say scared and terrified etc., but your child is not learning. What does your child need. Is it possible to get the kind of support she needs in a gen Ed classroom. This isn’t ego as you’re thinking about if, just your own preconceived ideas and ideals. Those need to be set aside. It isn’t working for her.

Last time I was told about there self contained they said it was oh for IEP goals not attempting grade level work. We have other services to work on IEP goals. So, I don't understand being in a classroom that doesn't try to move kids forward with academic work when possible.

[Anonymous]

Here is a link to the special education program guide for DCPS: https://dcps.dc.gov/sites/default/files/dc/sites/dcps/publication/attachments/Attachment%20J9%20%28DSI%20SY18-19%20Staff%20Programs%20and%20Resources%20Guide%29.pdf

We went through this and it was not a positive experience - but I believe the school team that you are coming from influences a lot of it.

I found it incredibly confusing as we had less than 4 hours a week of specialized instruction when the topic of a self contained classroom placement was introduced. I could not (and still don't) understand if the school thought my child needed more, why not say 6 hours - or 8 hours - but 4 to 20 is what they did.

Visit the program. The class will be multiple grades. The class we visited did not have gender balance (1 girl and 9 boys). Do not make assumptions that the kids will be balanced across each grade - the classroom we visited was not. My child would have been a 3rd grader in a mixed class of 3rd - 5th graders that was skewed older.

I am not saying this to say it is the wrong program - more so that I want to make sure you go in with your eyes wide open.

[Anonymous]

I teach self-contained. Your kid will get much more targeted intervention at her level. I would absolutely jump on it. You are not signing her up for life. Kids move back into gen ed all the time.

[Anonymous]

Self-contained is much better than having people come and go from her gen ed class, pushing in and pulling out. She’s have a safe and secure base.

[Anonymous]

Debating if we shod repeat 1st or move on with 2nd

It’s not usually in your control. The school has to agree.

[Anonymous]

Anonymous wrote:I teach self-contained. Your kid will get much more targeted intervention at her level. I would absolutely jump on it. You are not signing her up for life. Kids move back into gen ed all the time.

I teach in a school and have never seen a kid move from self contained to gen Ed. Not once in 17 years. They may get included in social studies, but they continue to be based in the self contained room

[Anonymous]

OP - You want to give DD the best opportunity to learn the basic sequence of reading, writing and math. Reading is a key skill as even in math you have to be able to understand the words descriptions and word problems. Today, teachers are often paced in what they are to cover in the skills subjects. There are reading level goals starting in kindergarten so you could find out where your daughter is in all the skill areas. Then ask to see what materials will be used in the SC class. It can matter if they try to group her at the wrong level. THere are many excellent SC teachers who truly differentiate. However, there can also be some who know they will not have the close, watchful eye of. Many if the 15-25 in a regular room and sometimes very few and just love it!!! The academic rigor and progress of students can suffer if there is not oversight.

Still, with so many student across the board having unmet needs this coming fall, I woukd go for SC and just establish what you want for your daughter including:
- Communication
- Curriculum information on materials, books being used
- Homework to follow up on class instruction as other K and 1st graders are getting based on her ability/needs
- Define mainstream options with perhaps the goal to go out even for one class such as science or social studies with support if she could benefit.

I too, made a judgement call to hold DD back when I saw a real gender and other imbalanced class, and it turned out to be the right call. I think in a SC setting, you might have more ability to do so. We retained her in first to really get her to be a good reader based upon her cognitive abilities. It was a phonics based program and spelling was taught then, too. Your DD is young and no one is saying her laca de ice options are limited. I just think she would be lost in the mainstream especially this coming year. A tutor over the summer as a positive, enriching experience might be helpful, but not to drill, drill.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I teach self-contained. Your kid will get much more targeted intervention at her level. I would absolutely jump on it. You are not signing her up for life. Kids move back into gen ed all the time.

I teach in a school and have never seen a kid move from self contained to gen Ed. Not once in 17 years. They may get included in social studies, but they continue to be based in the self contained room

I work in a school with a self-contained program aimed at kids with multiple needs working at least 2 years below grade level and we usually have at least 1 kid per year sent back to their home school because they have outgrown the program and are near grade level. We also have multiple kids each year who are in the self-contained class as their "homeroom" but are included almost all day except for maybe just ELA, or just math. It is absolutely not a one-way ticket.

[Anonymous]

Anonymous wrote:My kid is in a self contained classroom that is multi grade. The teacher has no problem differentiating the curriculum if you demonstrate that you need more challenging work. Last year there were 6 kids, 1 teacher and a para. This year there are 4 kids. Since return to school, 2 came back and 2 are virtual. The amount of 1:1 attention my kid gets is unbelievable.

The small size is the main reason that we're considering self-contained classroom. DC also has poor emotional regulation and is impulsive (anxiety, ADHD). I hope that the self-contained class will provide supports for that. However, the school doesn't think she learning disability is severe enough to justify self-contained. I got the impression that the self-contained classroom are expensive. As DC gets older, I think self-contained classroom works better for younger children than older ones.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I teach self-contained. Your kid will get much more targeted intervention at her level. I would absolutely jump on it. You are not signing her up for life. Kids move back into gen ed all the time.

I teach in a school and have never seen a kid move from self contained to gen Ed. Not once in 17 years. They may get included in social studies, but they continue to be based in the self contained room

Really, I got the impression from the IEP team that almost all the children move from self-contained class to general ed after 1-3 years.

[Anonymous]

We are in FCPS- DC is in elementary school, is approved for 15 hours of special education (10 hours as pull in services in general ed, 5 in small group special ed). One of the other parents indicated her child is getting the same amount of services but is not making progress and that once you need more than 15 hours of special ed in elementary school, then the discussion regarding self-contained options start. Is this the case???

[Anonymous]

Anonymous wrote:

Anonymous wrote:My kid is in a self contained classroom that is multi grade. The teacher has no problem differentiating the curriculum if you demonstrate that you need more challenging work. Last year there were 6 kids, 1 teacher and a para. This year there are 4 kids. Since return to school, 2 came back and 2 are virtual. The amount of 1:1 attention my kid gets is unbelievable.

How did you find the school or program that matches your childs needs?

I’m in MCPS. Honestly I posted my kids profile on this forum and the smart SN parents chimed in to tell me what program to try for. They were absolutely correct and it’s been a great fit for kid.

[Anonymous]

Anonymous wrote:My son is in a self contained class and he's at or above grade level academically. They get a lot of personalized instruction, teacher attention and support. Don't be afraid of these classrooms. They also work to mainstream the kids.

I will say, I'm in MD.

Disagree. The self contained class I witnessed this year was stressful. There was no individualized instruction. All nine kids were taught the same way. The teacher had no patience and couldn’t stand the kids needing more time to learn new information. The kids were reminded often how incompetent they were.

[Anonymous]

I would absolutely not agree to this change without having the opportunity to observe the SC class first. Push back. Make the school show data as to why a self contained class is more appropriate than following the current IEP, and maybe adding compensatory services. Why not have the school follow the IEP (plus compensatory services) for a quarter or semester once school is back in person and then evaluate? There is a big loss of socialization and typical peer interaction opportunities in a SC class; that’s why the least restrictive environment is so important.

Also, I don’t know what jurisdiction you are in, but we are in DC and my experience and discussions with other parents of SN kids confirm that there is a lot of variation in SC classes, absolutely between different charter schools, but even between different DCPS schools. In DC, kids without learning disabilities but with autism or communication problems do not get taught to their full potential in some of these SC classes. My friends with kids formerly in CES classes have experienced this. Again, if you’re in DC, I wouldn’t allow this change without a chance to observe the self contained class your daughter would join.