Anonymous wrote:

Anonymous wrote:OP here. Thanks for responses! Just curious why this would be more of a situation for attorney education advocate vs. teacher advocate if it comes down to that?

We're in APS and had a great experience with our advocate who was a former teacher, since we weren't planning on wanting to sue to move DS to a private school. In our case we needed ESY services added, and the school was giving us pushback. Our advocate helped us resolve the matter for half the hourly fee of an attorney without getting contentious. I would call around for both and go with your gut.

Can you share the name? I had an advocate like this who was fab but I don’t think she works with APS.

I would not take the input of one SPED teacher as definitive. Moving a kid to self-contained is a big step and takes more than just one teacher. You need to know what kind of programs exist, if your child actually needs them, etc. That takes the entire IEP team and usually district representatives to decide. And yes you would need to gather your own information as well.

In terms of advocates, people are suggesting lawyers because the decision to move to self contained has certain legal protections and requirements. If this was something that your disagreed with strongly and felt they were pushing, but you wanted to try more supports in general Ed, then a lawyer would be needed. but I don’t hear you saying that is the situation (yet). It sounds more like you are in the initial stages and only have this one teacher mentioning it. For that, I strongly recommend getting a variety of opinions including a former teacher advocate, because lawyers are not teachers and don’t actually know what the better academic environment is. (FWIW I am a lawyer so I have a basis for opinion!) Some really good lawyers with a lot of similar clients might know a lot about the reputation of various programs and whether clients have been happy with them, but that still doesn’t take the place of an expert who can help you understand if your child needs a more intensive setting.

Finally I think a lot depends on your kid. HFA with learning disabilities may mean that they do need a lot more specialized instruction. There is also a range of HFA - some kids are basically NT socially/communicatively and others have much more significant social and communication issues that will make middle school much more challenging. on the flip side, middle school can also be a lot more structured in a way that actually helps kids on the spectrum if they can learn the rules and function independently.

Has your child’s dyslexia been fully remediated? The school is unlikely to do that, whichever model they offer. Remediating the dyslexia privately might mean more good options, and more academic growth across subjects. ASDEC can help you find someone skilled with working with kids with autism if you need a referral.

Anonymous wrote:One thing to think about is if they go in self-contained for middle school while that be the path for high school as well? In high school, self-contained classes often do not lead to a standard diploma. If your child can do the academics, I would want them to be able to get a stadium (or even advanced) diploma.

Yeah it kind of sounds suspicious that the teacher is talking about changing placements without you being in a formal IEP meeting.

Anonymous wrote:OP here. Thanks for responses! Just curious why this would be more of a situation for attorney education advocate vs. teacher advocate if it comes down to that?

We're in APS and had a great experience with our advocate who was a former teacher, since we weren't planning on wanting to sue to move DS to a private school. In our case we needed ESY services added, and the school was giving us pushback. Our advocate helped us resolve the matter for half the hourly fee of an attorney without getting contentious. I would call around for both and go with your gut.

One thing to think about is if they go in self-contained for middle school while that be the path for high school as well? In high school, self-contained classes often do not lead to a standard diploma. If your child can do the academics, I would want them to be able to get a stadium (or even advanced) diploma.

OP here. Thanks for responses! Just curious why this would be more of a situation for attorney education advocate vs. teacher advocate if it comes down to that?

Is just add that middle school is a huge adjustment. They wanted my son in self-contained as well. We ended up doing 3 self-contained, one co-taught (for social reasons), and then of course PE and special education election. She he spent about half the day with gen ed. He seemed to do well. In high school he is in more co-taught classes.

I am a cotaught sped teacher at a middle school, not with APS. The profile that you mention does not mean self contained would be out of the picture. With the proper supports in place, is he able to participate within the grade level curriculum? If so, that would be cotaught. If with the right supports he is still not grasping the concept or skills then self contained would be best. Middle school is great because he can start off in cotaught and if not working, move to self contained, or vice versa. Just hold another IEP meeting to discuss with the team. Good luck!

Anonymous wrote:Hi all,

We are getting ready for middle school and curious of any opinions of Self-contained vs. Co-taught classes in APS. Our DC has high functioning Autism with Dyscalculia and Dyslexia. He has no major Behavioral issues at all but we are trying to determine if we are right to oppose Self-contained ? DC made signifcant gains in 4th grade and is regressing academically now since pulled into more special education setting services. Any opinions based on experiences are welcome. Also, should we consider an advocate at this point if SPED teacher is recommending Self-contained? I know schools vary but do not wish to disclose the Middle School at this time just looking for generalized feedback.

Thanks!

If you hire anyone go with a special ed lawyer not an advocate. Anyone can call themselves an advocate. You don’t want a non lawyer advising you in this area!

Please contact a special ed lawyer. There are important legal rights at stake here. Advocates are an unregulated field and you don’t want a non lawyer advising you in a legal area.

It really will depend upon whether in SC your child is getting the level of instruction to move along with one’s peers in regular Ed. Also how the groupings for instruction and behaviors if others in the SC class workout.

My thought is can there be a mix of SC for the subjects he needs the smaller setting and co-teaching for stronger classes. To be honest his options might also be based on whether a private tutor including the summer could help in key deficit areas. If his academic skills are delayed, then the SC might be best either mainstreaming for electives of his choice.

In high school, one can take Sign Language as a language option on APS so that may be one thing to look into.

Thanks for your feedback. I am not necessarily thinking the teacher is leading down the wrong path but trying to get a feel between the two types to determine if it is right or not. The middle school setting will be different and we are trying to see if DC should continue to be integrated or if academic support needs trump more restricted environment in this case. We will have a better sense of what is right once we get the sense from other parents on their experiences.

Co- taught is lighter touch support. Depending upon you kid’s disability and needs this might be the right setting. Or maybe they need a slower pace with a special educator teaching the class with all their bags of tricks. But curious as to why you think the teacher is leading your kid down a wrong path? Least restrictive environment is what they usually aim for. Just curious as to why you think your kid is getting a raw deal? I mean at the end of the day his/her grades will tell the story in regard to which class is the best fit.

Hi all,

We are getting ready for middle school and curious of any opinions of Self-contained vs. Co-taught classes in APS. Our DC has high functioning Autism with Dyscalculia and Dyslexia. He has no major Behavioral issues at all but we are trying to determine if we are right to oppose Self-contained ? DC made signifcant gains in 4th grade and is regressing academically now since pulled into more special education setting services. Any opinions based on experiences are welcome. Also, should we consider an advocate at this point if SPED teacher is recommending Self-contained? I know schools vary but do not wish to disclose the Middle School at this time just looking for generalized feedback.

Thanks!