Early Stages Autism Classification

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP you will find the preschool programs vary widely. You definitely want to check them out.

When I was in Florida, my son was in a preschool for kids with language delays. It was brilliant and he started putting together phrases immediately.

Then we moved, and he was in a special ed preschool in the morning, and a regular preschool in the afternoon. At conference time, the special ed teacher told me he was severely delayed, likely autistic, didn't know any of his colors or letters and didn't play with anyone.

The next day, I had a conference at the typical preschool. The teacher told me he was doing wonderfully knew all his letters and colors, played with everyone, and was the smartest kid in the room!


Same kid. Different teachers. Different programs. Different preconceived notions.

It's also true that many regular ed teachers aren't as aware of subtle ASD characteristics if the child is bright and high functioning.

The point is that feedback from non-experts doesn't always give you the best information. I found this to be true in preschool -- the teachers were either bizarrely off the mark; or just wanted to keep parents happy and would give positive feedback only. The best preschool teacher we had for feedback had preciously been a DCPS sped teacher, who both understood what disabilities "look like" and also what the K classroom demands.

WTF does this have to do with this post?

When you get widely varying reports from different teachers, it's helpful to have an educational consultant observe both classes.

I totally agree!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP you will find the preschool programs vary widely. You definitely want to check them out.

When I was in Florida, my son was in a preschool for kids with language delays. It was brilliant and he started putting together phrases immediately.

Then we moved, and he was in a special ed preschool in the morning, and a regular preschool in the afternoon. At conference time, the special ed teacher told me he was severely delayed, likely autistic, didn't know any of his colors or letters and didn't play with anyone.

The next day, I had a conference at the typical preschool. The teacher told me he was doing wonderfully knew all his letters and colors, played with everyone, and was the smartest kid in the room!


Same kid. Different teachers. Different programs. Different preconceived notions.

It's also true that many regular ed teachers aren't as aware of subtle ASD characteristics if the child is bright and high functioning.

The point is that feedback from non-experts doesn't always give you the best information. I found this to be true in preschool -- the teachers were either bizarrely off the mark; or just wanted to keep parents happy and would give positive feedback only. The best preschool teacher we had for feedback had preciously been a DCPS sped teacher, who both understood what disabilities "look like" and also what the K classroom demands.

WTF does this have to do with this post?

When you get widely varying reports from different teachers, it's helpful to have an educational consultant observe both classes.

Some publics, like ours would never let an educational consultant in and the best response would be for child to stay at the private where they are thriving as clearly the public set up is not meeting the child's needs. We did't go to a SN school with SN teachers and it was far better. They were patient, kind and took the time to actually teach, which publics no longer do. Structured/repetitive learning is often best for language kids, which is why Montessori's and other less structured programs are not recommended, and things like centers are not best either.

Not everyone can afford private. I've never had a problem getting a consultant to observe in public school, and if a school ever refused the request, I would push back really hard.

The privates we have been at are $10K and often they have financial aide if you need. it. Cheaper than an evaluation and consultant/advocate. And, better.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP you will find the preschool programs vary widely. You definitely want to check them out.

When I was in Florida, my son was in a preschool for kids with language delays. It was brilliant and he started putting together phrases immediately.

Then we moved, and he was in a special ed preschool in the morning, and a regular preschool in the afternoon. At conference time, the special ed teacher told me he was severely delayed, likely autistic, didn't know any of his colors or letters and didn't play with anyone.

The next day, I had a conference at the typical preschool. The teacher told me he was doing wonderfully knew all his letters and colors, played with everyone, and was the smartest kid in the room!


Same kid. Different teachers. Different programs. Different preconceived notions.

It's also true that many regular ed teachers aren't as aware of subtle ASD characteristics if the child is bright and high functioning.

The point is that feedback from non-experts doesn't always give you the best information. I found this to be true in preschool -- the teachers were either bizarrely off the mark; or just wanted to keep parents happy and would give positive feedback only. The best preschool teacher we had for feedback had preciously been a DCPS sped teacher, who both understood what disabilities "look like" and also what the K classroom demands.

WTF does this have to do with this post?

When you get widely varying reports from different teachers, it's helpful to have an educational consultant observe both classes.

Some publics, like ours would never let an educational consultant in and the best response would be for child to stay at the private where they are thriving as clearly the public set up is not meeting the child's needs. We did't go to a SN school with SN teachers and it was far better. They were patient, kind and took the time to actually teach, which publics no longer do. Structured/repetitive learning is often best for language kids, which is why Montessori's and other less structured programs are not recommended, and things like centers are not best either.

Not everyone can afford private. I've never had a problem getting a consultant to observe in public school, and if a school ever refused the request, I would push back really hard.

The privates we have been at are $10K and often they have financial aide if you need. it. Cheaper than an evaluation and consultant/advocate. And, better.

Still more than I've spent on consultants in total, but less than I spend each year in private services that no school can offer.

Not getting an evaluation would've been a huge mistake for us, so that's a different issue anyway.

What are the names of these privates?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP you will find the preschool programs vary widely. You definitely want to check them out.

When I was in Florida, my son was in a preschool for kids with language delays. It was brilliant and he started putting together phrases immediately.

Then we moved, and he was in a special ed preschool in the morning, and a regular preschool in the afternoon. At conference time, the special ed teacher told me he was severely delayed, likely autistic, didn't know any of his colors or letters and didn't play with anyone.

The next day, I had a conference at the typical preschool. The teacher told me he was doing wonderfully knew all his letters and colors, played with everyone, and was the smartest kid in the room!


Same kid. Different teachers. Different programs. Different preconceived notions.

It's also true that many regular ed teachers aren't as aware of subtle ASD characteristics if the child is bright and high functioning.

The point is that feedback from non-experts doesn't always give you the best information. I found this to be true in preschool -- the teachers were either bizarrely off the mark; or just wanted to keep parents happy and would give positive feedback only. The best preschool teacher we had for feedback had preciously been a DCPS sped teacher, who both understood what disabilities "look like" and also what the K classroom demands.

WTF does this have to do with this post?

When you get widely varying reports from different teachers, it's helpful to have an educational consultant observe both classes.

Some publics, like ours would never let an educational consultant in and the best response would be for child to stay at the private where they are thriving as clearly the public set up is not meeting the child's needs. We did't go to a SN school with SN teachers and it was far better. They were patient, kind and took the time to actually teach, which publics no longer do. Structured/repetitive learning is often best for language kids, which is why Montessori's and other less structured programs are not recommended, and things like centers are not best either.

Not everyone can afford private. I've never had a problem getting a consultant to observe in public school, and if a school ever refused the request, I would push back really hard.

The privates we have been at are $10K and often they have financial aide if you need. it. Cheaper than an evaluation and consultant/advocate. And, better.

Why would you avoid an evaluation? That makes no sense. And there are no 10k privates in the DC area.

[Anonymous]

OP, I was just chatting with a mom whose child was misdiagnosed by a school district at 4 with autism. They got a private evaluation that said language disorder, so they gave the new district that evaluation with all the recommendations of support. Now onto middle school, the district did a re-evaluation to see if any services were needed. They did find a learning issue that needed support, but no autism. She was told by many people that she was "in denial" about her autistic child. She has the last laugh.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP you will find the preschool programs vary widely. You definitely want to check them out.

When I was in Florida, my son was in a preschool for kids with language delays. It was brilliant and he started putting together phrases immediately.

Then we moved, and he was in a special ed preschool in the morning, and a regular preschool in the afternoon. At conference time, the special ed teacher told me he was severely delayed, likely autistic, didn't know any of his colors or letters and didn't play with anyone.

The next day, I had a conference at the typical preschool. The teacher told me he was doing wonderfully knew all his letters and colors, played with everyone, and was the smartest kid in the room!


Same kid. Different teachers. Different programs. Different preconceived notions.

It's also true that many regular ed teachers aren't as aware of subtle ASD characteristics if the child is bright and high functioning.

The point is that feedback from non-experts doesn't always give you the best information. I found this to be true in preschool -- the teachers were either bizarrely off the mark; or just wanted to keep parents happy and would give positive feedback only. The best preschool teacher we had for feedback had preciously been a DCPS sped teacher, who both understood what disabilities "look like" and also what the K classroom demands.

WTF does this have to do with this post?

When you get widely varying reports from different teachers, it's helpful to have an educational consultant observe both classes.

Some publics, like ours would never let an educational consultant in and the best response would be for child to stay at the private where they are thriving as clearly the public set up is not meeting the child's needs. We did't go to a SN school with SN teachers and it was far better. They were patient, kind and took the time to actually teach, which publics no longer do. Structured/repetitive learning is often best for language kids, which is why Montessori's and other less structured programs are not recommended, and things like centers are not best either.

Not everyone can afford private. I've never had a problem getting a consultant to observe in public school, and if a school ever refused the request, I would push back really hard.

The privates we have been at are $10K and often they have financial aide if you need. it. Cheaper than an evaluation and consultant/advocate. And, better.

Why would you avoid an evaluation? That makes no sense. And there are no 10k privates in the DC area.

Yes there are. Most of them are religious schools but almost all seem ok with SN and they have resource teachers. We were at a nonreligious private prior but it stopped in 3rd. We paid about $11k a year. It was worth the money. We did private services.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP you will find the preschool programs vary widely. You definitely want to check them out.

When I was in Florida, my son was in a preschool for kids with language delays. It was brilliant and he started putting together phrases immediately.

Then we moved, and he was in a special ed preschool in the morning, and a regular preschool in the afternoon. At conference time, the special ed teacher told me he was severely delayed, likely autistic, didn't know any of his colors or letters and didn't play with anyone.

The next day, I had a conference at the typical preschool. The teacher told me he was doing wonderfully knew all his letters and colors, played with everyone, and was the smartest kid in the room!


Same kid. Different teachers. Different programs. Different preconceived notions.

It's also true that many regular ed teachers aren't as aware of subtle ASD characteristics if the child is bright and high functioning.

The point is that feedback from non-experts doesn't always give you the best information. I found this to be true in preschool -- the teachers were either bizarrely off the mark; or just wanted to keep parents happy and would give positive feedback only. The best preschool teacher we had for feedback had preciously been a DCPS sped teacher, who both understood what disabilities "look like" and also what the K classroom demands.

WTF does this have to do with this post?

When you get widely varying reports from different teachers, it's helpful to have an educational consultant observe both classes.

Some publics, like ours would never let an educational consultant in and the best response would be for child to stay at the private where they are thriving as clearly the public set up is not meeting the child's needs. We did't go to a SN school with SN teachers and it was far better. They were patient, kind and took the time to actually teach, which publics no longer do. Structured/repetitive learning is often best for language kids, which is why Montessori's and other less structured programs are not recommended, and things like centers are not best either.

Not everyone can afford private. I've never had a problem getting a consultant to observe in public school, and if a school ever refused the request, I would push back really hard.

The privates we have been at are $10K and often they have financial aide if you need. it. Cheaper than an evaluation and consultant/advocate. And, better.

Why would you avoid an evaluation? That makes no sense. And there are no 10k privates in the DC area.

No need to avoid one but cost and need. We know our child’s strengths and needs. Teacher agrees. So, why do more when we have done plenty. Plus if child is in regular services the needs should present there.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP you will find the preschool programs vary widely. You definitely want to check them out.

When I was in Florida, my son was in a preschool for kids with language delays. It was brilliant and he started putting together phrases immediately.

Then we moved, and he was in a special ed preschool in the morning, and a regular preschool in the afternoon. At conference time, the special ed teacher told me he was severely delayed, likely autistic, didn't know any of his colors or letters and didn't play with anyone.

The next day, I had a conference at the typical preschool. The teacher told me he was doing wonderfully knew all his letters and colors, played with everyone, and was the smartest kid in the room!


Same kid. Different teachers. Different programs. Different preconceived notions.

It's also true that many regular ed teachers aren't as aware of subtle ASD characteristics if the child is bright and high functioning.

The point is that feedback from non-experts doesn't always give you the best information. I found this to be true in preschool -- the teachers were either bizarrely off the mark; or just wanted to keep parents happy and would give positive feedback only. The best preschool teacher we had for feedback had preciously been a DCPS sped teacher, who both understood what disabilities "look like" and also what the K classroom demands.

WTF does this have to do with this post?

When you get widely varying reports from different teachers, it's helpful to have an educational consultant observe both classes.

Some publics, like ours would never let an educational consultant in and the best response would be for child to stay at the private where they are thriving as clearly the public set up is not meeting the child's needs. We did't go to a SN school with SN teachers and it was far better. They were patient, kind and took the time to actually teach, which publics no longer do. Structured/repetitive learning is often best for language kids, which is why Montessori's and other less structured programs are not recommended, and things like centers are not best either.

Not everyone can afford private. I've never had a problem getting a consultant to observe in public school, and if a school ever refused the request, I would push back really hard.

The privates we have been at are $10K and often they have financial aide if you need. it. Cheaper than an evaluation and consultant/advocate. And, better.

Why would you avoid an evaluation? That makes no sense. And there are no 10k privates in the DC area.

No need to avoid one but cost and need. We know our child’s strengths and needs. Teacher agrees. So, why do more when we have done plenty. Plus if child is in regular services the needs should present there.

Because without an evaluation, there is a very good chance that you and the teacher are missing something important.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP you will find the preschool programs vary widely. You definitely want to check them out.

When I was in Florida, my son was in a preschool for kids with language delays. It was brilliant and he started putting together phrases immediately.

Then we moved, and he was in a special ed preschool in the morning, and a regular preschool in the afternoon. At conference time, the special ed teacher told me he was severely delayed, likely autistic, didn't know any of his colors or letters and didn't play with anyone.

The next day, I had a conference at the typical preschool. The teacher told me he was doing wonderfully knew all his letters and colors, played with everyone, and was the smartest kid in the room!


Same kid. Different teachers. Different programs. Different preconceived notions.

It's also true that many regular ed teachers aren't as aware of subtle ASD characteristics if the child is bright and high functioning.

The point is that feedback from non-experts doesn't always give you the best information. I found this to be true in preschool -- the teachers were either bizarrely off the mark; or just wanted to keep parents happy and would give positive feedback only. The best preschool teacher we had for feedback had preciously been a DCPS sped teacher, who both understood what disabilities "look like" and also what the K classroom demands.

WTF does this have to do with this post?

When you get widely varying reports from different teachers, it's helpful to have an educational consultant observe both classes.

Some publics, like ours would never let an educational consultant in and the best response would be for child to stay at the private where they are thriving as clearly the public set up is not meeting the child's needs. We did't go to a SN school with SN teachers and it was far better. They were patient, kind and took the time to actually teach, which publics no longer do. Structured/repetitive learning is often best for language kids, which is why Montessori's and other less structured programs are not recommended, and things like centers are not best either.

Not OP but have ASD small child and 75 K HHI. Just want to vent that it's so frustrating to hear over and over again to " go private," which would be well over 50% of HHI, as in, not plausible. I think OP is aware that private options exist and is looking for information to help her navigate the DC public school Early Stages system. Suggestion of privates is fine, but please don't act like it's apples to oranges here. Private school as a realistic option, especially for a parent with a pk3 child and possible "mild" ASD or speech issues, is assuming a LOT.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP you will find the preschool programs vary widely. You definitely want to check them out.

When I was in Florida, my son was in a preschool for kids with language delays. It was brilliant and he started putting together phrases immediately.

Then we moved, and he was in a special ed preschool in the morning, and a regular preschool in the afternoon. At conference time, the special ed teacher told me he was severely delayed, likely autistic, didn't know any of his colors or letters and didn't play with anyone.

The next day, I had a conference at the typical preschool. The teacher told me he was doing wonderfully knew all his letters and colors, played with everyone, and was the smartest kid in the room!


Same kid. Different teachers. Different programs. Different preconceived notions.

It's also true that many regular ed teachers aren't as aware of subtle ASD characteristics if the child is bright and high functioning.

The point is that feedback from non-experts doesn't always give you the best information. I found this to be true in preschool -- the teachers were either bizarrely off the mark; or just wanted to keep parents happy and would give positive feedback only. The best preschool teacher we had for feedback had preciously been a DCPS sped teacher, who both understood what disabilities "look like" and also what the K classroom demands.

WTF does this have to do with this post?

When you get widely varying reports from different teachers, it's helpful to have an educational consultant observe both classes.

Some publics, like ours would never let an educational consultant in and the best response would be for child to stay at the private where they are thriving as clearly the public set up is not meeting the child's needs. We did't go to a SN school with SN teachers and it was far better. They were patient, kind and took the time to actually teach, which publics no longer do. Structured/repetitive learning is often best for language kids, which is why Montessori's and other less structured programs are not recommended, and things like centers are not best either.

Not everyone can afford private. I've never had a problem getting a consultant to observe in public school, and if a school ever refused the request, I would push back really hard.

The privates we have been at are $10K and often they have financial aide if you need. it. Cheaper than an evaluation and consultant/advocate. And, better.

Why would you avoid an evaluation? That makes no sense. And there are no 10k privates in the DC area.

No need to avoid one but cost and need. We know our child’s strengths and needs. Teacher agrees. So, why do more when we have done plenty. Plus if child is in regular services the needs should present there.

WHAT?!?! cost???? 10k a year and you are now arguing cost of evaluation is prohibitive? Please make your argument more cohesive.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP you will find the preschool programs vary widely. You definitely want to check them out.

When I was in Florida, my son was in a preschool for kids with language delays. It was brilliant and he started putting together phrases immediately.

Then we moved, and he was in a special ed preschool in the morning, and a regular preschool in the afternoon. At conference time, the special ed teacher told me he was severely delayed, likely autistic, didn't know any of his colors or letters and didn't play with anyone.

The next day, I had a conference at the typical preschool. The teacher told me he was doing wonderfully knew all his letters and colors, played with everyone, and was the smartest kid in the room!


Same kid. Different teachers. Different programs. Different preconceived notions.

It's also true that many regular ed teachers aren't as aware of subtle ASD characteristics if the child is bright and high functioning.

The point is that feedback from non-experts doesn't always give you the best information. I found this to be true in preschool -- the teachers were either bizarrely off the mark; or just wanted to keep parents happy and would give positive feedback only. The best preschool teacher we had for feedback had preciously been a DCPS sped teacher, who both understood what disabilities "look like" and also what the K classroom demands.

WTF does this have to do with this post?

When you get widely varying reports from different teachers, it's helpful to have an educational consultant observe both classes.

Some publics, like ours would never let an educational consultant in and the best response would be for child to stay at the private where they are thriving as clearly the public set up is not meeting the child's needs. We did't go to a SN school with SN teachers and it was far better. They were patient, kind and took the time to actually teach, which publics no longer do. Structured/repetitive learning is often best for language kids, which is why Montessori's and other less structured programs are not recommended, and things like centers are not best either.

Not OP but have ASD small child and 75 K HHI. Just want to vent that it's so frustrating to hear over and over again to " go private," which would be well over 50% of HHI, as in, not plausible. I think OP is aware that private options exist and is looking for information to help her navigate the DC public school Early Stages system. Suggestion of privates is fine, but please don't act like it's apples to oranges here. Private school as a realistic option, especially for a parent with a pk3 child and possible "mild" ASD or speech issues, is assuming a LOT.

U of MD/LEAP is a few thousand a year - they have a low income clause if you look at it for speech. For an HHI of $75K you would probably get a good chunk of financial aide.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP you will find the preschool programs vary widely. You definitely want to check them out.

When I was in Florida, my son was in a preschool for kids with language delays. It was brilliant and he started putting together phrases immediately.

Then we moved, and he was in a special ed preschool in the morning, and a regular preschool in the afternoon. At conference time, the special ed teacher told me he was severely delayed, likely autistic, didn't know any of his colors or letters and didn't play with anyone.

The next day, I had a conference at the typical preschool. The teacher told me he was doing wonderfully knew all his letters and colors, played with everyone, and was the smartest kid in the room!


Same kid. Different teachers. Different programs. Different preconceived notions.

It's also true that many regular ed teachers aren't as aware of subtle ASD characteristics if the child is bright and high functioning.

The point is that feedback from non-experts doesn't always give you the best information. I found this to be true in preschool -- the teachers were either bizarrely off the mark; or just wanted to keep parents happy and would give positive feedback only. The best preschool teacher we had for feedback had preciously been a DCPS sped teacher, who both understood what disabilities "look like" and also what the K classroom demands.

WTF does this have to do with this post?

When you get widely varying reports from different teachers, it's helpful to have an educational consultant observe both classes.

Some publics, like ours would never let an educational consultant in and the best response would be for child to stay at the private where they are thriving as clearly the public set up is not meeting the child's needs. We did't go to a SN school with SN teachers and it was far better. They were patient, kind and took the time to actually teach, which publics no longer do. Structured/repetitive learning is often best for language kids, which is why Montessori's and other less structured programs are not recommended, and things like centers are not best either.

Not everyone can afford private. I've never had a problem getting a consultant to observe in public school, and if a school ever refused the request, I would push back really hard.

The privates we have been at are $10K and often they have financial aide if you need. it. Cheaper than an evaluation and consultant/advocate. And, better.

Why would you avoid an evaluation? That makes no sense. And there are no 10k privates in the DC area.

No need to avoid one but cost and need. We know our child’s strengths and needs. Teacher agrees. So, why do more when we have done plenty. Plus if child is in regular services the needs should present there.

WHAT?!?! cost???? 10k a year and you are now arguing cost of evaluation is prohibitive? Please make your argument more cohesive.

I am arguing if you know your child's needs and they have been assessed, you can spend that money to actually get their needs met - private school, therapies, tutors or spend it on another evaluation, fighting the system with advocates and consultants that will take at least 6-9 months in which kids lose a lot of time and supports and that assumes that you will get the IEP your child needs but more importantly the school will follow it. Our IEP is a joke, our services are a joke, the supports at school in public are a joke.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP you will find the preschool programs vary widely. You definitely want to check them out.

When I was in Florida, my son was in a preschool for kids with language delays. It was brilliant and he started putting together phrases immediately.

Then we moved, and he was in a special ed preschool in the morning, and a regular preschool in the afternoon. At conference time, the special ed teacher told me he was severely delayed, likely autistic, didn't know any of his colors or letters and didn't play with anyone.

The next day, I had a conference at the typical preschool. The teacher told me he was doing wonderfully knew all his letters and colors, played with everyone, and was the smartest kid in the room!


Same kid. Different teachers. Different programs. Different preconceived notions.

It's also true that many regular ed teachers aren't as aware of subtle ASD characteristics if the child is bright and high functioning.

The point is that feedback from non-experts doesn't always give you the best information. I found this to be true in preschool -- the teachers were either bizarrely off the mark; or just wanted to keep parents happy and would give positive feedback only. The best preschool teacher we had for feedback had preciously been a DCPS sped teacher, who both understood what disabilities "look like" and also what the K classroom demands.

WTF does this have to do with this post?

When you get widely varying reports from different teachers, it's helpful to have an educational consultant observe both classes.

Some publics, like ours would never let an educational consultant in and the best response would be for child to stay at the private where they are thriving as clearly the public set up is not meeting the child's needs. We did't go to a SN school with SN teachers and it was far better. They were patient, kind and took the time to actually teach, which publics no longer do. Structured/repetitive learning is often best for language kids, which is why Montessori's and other less structured programs are not recommended, and things like centers are not best either.

Not everyone can afford private. I've never had a problem getting a consultant to observe in public school, and if a school ever refused the request, I would push back really hard.

The privates we have been at are $10K and often they have financial aide if you need. it. Cheaper than an evaluation and consultant/advocate. And, better.

Why would you avoid an evaluation? That makes no sense. And there are no 10k privates in the DC area.

No need to avoid one but cost and need. We know our child’s strengths and needs. Teacher agrees. So, why do more when we have done plenty. Plus if child is in regular services the needs should present there.

Because without an evaluation, there is a very good chance that you and the teacher are missing something important.

No, we aren't missing anything. Publics do lots of testing, you see your child's grades and if you supplement at home, you know where your child is and what they need. Kids need good evaluations but not every 6-12 months. They need a few good ones early on and then as needed. Not all kids with language or other issues have academic issues but need supports due to their disability.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP you will find the preschool programs vary widely. You definitely want to check them out.

When I was in Florida, my son was in a preschool for kids with language delays. It was brilliant and he started putting together phrases immediately.

Then we moved, and he was in a special ed preschool in the morning, and a regular preschool in the afternoon. At conference time, the special ed teacher told me he was severely delayed, likely autistic, didn't know any of his colors or letters and didn't play with anyone.

The next day, I had a conference at the typical preschool. The teacher told me he was doing wonderfully knew all his letters and colors, played with everyone, and was the smartest kid in the room!


Same kid. Different teachers. Different programs. Different preconceived notions.

It's also true that many regular ed teachers aren't as aware of subtle ASD characteristics if the child is bright and high functioning.

The point is that feedback from non-experts doesn't always give you the best information. I found this to be true in preschool -- the teachers were either bizarrely off the mark; or just wanted to keep parents happy and would give positive feedback only. The best preschool teacher we had for feedback had preciously been a DCPS sped teacher, who both understood what disabilities "look like" and also what the K classroom demands.

WTF does this have to do with this post?

When you get widely varying reports from different teachers, it's helpful to have an educational consultant observe both classes.

Some publics, like ours would never let an educational consultant in and the best response would be for child to stay at the private where they are thriving as clearly the public set up is not meeting the child's needs. We did't go to a SN school with SN teachers and it was far better. They were patient, kind and took the time to actually teach, which publics no longer do. Structured/repetitive learning is often best for language kids, which is why Montessori's and other less structured programs are not recommended, and things like centers are not best either.

Not everyone can afford private. I've never had a problem getting a consultant to observe in public school, and if a school ever refused the request, I would push back really hard.

The privates we have been at are $10K and often they have financial aide if you need. it. Cheaper than an evaluation and consultant/advocate. And, better.

Why would you avoid an evaluation? That makes no sense. And there are no 10k privates in the DC area.

No need to avoid one but cost and need. We know our child’s strengths and needs. Teacher agrees. So, why do more when we have done plenty. Plus if child is in regular services the needs should present there.

Because without an evaluation, there is a very good chance that you and the teacher are missing something important.

No, we aren't missing anything. Publics do lots of testing, you see your child's grades and if you supplement at home, you know where your child is and what they need. Kids need good evaluations but not every 6-12 months. They need a few good ones early on and then as needed. Not all kids with language or other issues have academic issues but need supports due to their disability.

OP is in a totally different situation because she doesn't fully agree with the Early Stages evaluation, doesn't agree with the services they are proposing, yet has not actually gotten an outside autism evaluation.

She needs a full evaluation for autism, language issues, and other developmental issues.

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Anonymous wrote:OP you will find the preschool programs vary widely. You definitely want to check them out.

When I was in Florida, my son was in a preschool for kids with language delays. It was brilliant and he started putting together phrases immediately.

Then we moved, and he was in a special ed preschool in the morning, and a regular preschool in the afternoon. At conference time, the special ed teacher told me he was severely delayed, likely autistic, didn't know any of his colors or letters and didn't play with anyone.

The next day, I had a conference at the typical preschool. The teacher told me he was doing wonderfully knew all his letters and colors, played with everyone, and was the smartest kid in the room!


Same kid. Different teachers. Different programs. Different preconceived notions.

It's also true that many regular ed teachers aren't as aware of subtle ASD characteristics if the child is bright and high functioning.

The point is that feedback from non-experts doesn't always give you the best information. I found this to be true in preschool -- the teachers were either bizarrely off the mark; or just wanted to keep parents happy and would give positive feedback only. The best preschool teacher we had for feedback had preciously been a DCPS sped teacher, who both understood what disabilities "look like" and also what the K classroom demands.

WTF does this have to do with this post?

When you get widely varying reports from different teachers, it's helpful to have an educational consultant observe both classes.

Some publics, like ours would never let an educational consultant in and the best response would be for child to stay at the private where they are thriving as clearly the public set up is not meeting the child's needs. We did't go to a SN school with SN teachers and it was far better. They were patient, kind and took the time to actually teach, which publics no longer do. Structured/repetitive learning is often best for language kids, which is why Montessori's and other less structured programs are not recommended, and things like centers are not best either.

Not everyone can afford private. I've never had a problem getting a consultant to observe in public school, and if a school ever refused the request, I would push back really hard.

The privates we have been at are $10K and often they have financial aide if you need. it. Cheaper than an evaluation and consultant/advocate. And, better.

Why would you avoid an evaluation? That makes no sense. And there are no 10k privates in the DC area.

No need to avoid one but cost and need. We know our child’s strengths and needs. Teacher agrees. So, why do more when we have done plenty. Plus if child is in regular services the needs should present there.

Because without an evaluation, there is a very good chance that you and the teacher are missing something important.

No, we aren't missing anything. Publics do lots of testing, you see your child's grades and if you supplement at home, you know where your child is and what they need. Kids need good evaluations but not every 6-12 months. They need a few good ones early on and then as needed. Not all kids with language or other issues have academic issues but need supports due to their disability.

Public school testing is often inadequate unless your child's needs are very simple or you have no disagreement with the school. Nobody gets a neuropsych every 6 to 12 months, that's insane. Every three years is recommended but not everybody needs even that. If your kid has a language disorder but you haven't gotten a neuropsych, then there is a very good chance you missed something.

Also many of us have issues at home as well as school, and that adds an extra wrinkle to everything.