So for children who graduate from school after having been in a self contained environment, what is the future? Do they go to college? Do they remain dependent?

Anonymous wrote:MCPS autism program self contained classroom is modified to each individual child. Usually not even on a diploma track. My child doesn't come home with homework, but the program has been great for her compared to where she used to be.

In which ways?

MCPS autism program self contained classroom is modified to each individual child. Usually not even on a diploma track. My child doesn't come home with homework, but the program has been great for her compared to where she used to be.

Anonymous wrote:
I would really research this, OP. In my experience, the separate classrooms are NOT being taught the same material. Nowhere close. And once you start off there, you can't catch up because the expectations are so different.

If your district says otherwise, ask to see the numbers of kids in separate classes who ended up being mainstreamed (and/or) getting a high school diploma.

I agree. Our ed consultant says that self contained is modified curriculum and they are NOT being taught the same curriculum.

I would really research this, OP. In my experience, the separate classrooms are NOT being taught the same material. Nowhere close. And once you start off there, you can't catch up because the expectations are so different.

If your district says otherwise, ask to see the numbers of kids in separate classes who ended up being mainstreamed (and/or) getting a high school diploma.

In any self-contained class, you should ask to see the basic materials in language arts/reading and in math which will be used for your child for the grade placement he is in. Reading should be pretty straightforward as it should be the same series of books used with perhaps modified tasks.

Separately, you should ask what the writing goals are as reading and writing skills are more tied together that in years past. Then compare with the materials used in the typical class for our DC which you can ask about. A person who should know the general ed classes is the Instructional Coordinator. Also start with the school web site or the County web site under each subject and goals or other information listed by year.

The stronger your child seems to be in academic skills, the closer you may have to watch what is happening in the SC class. A SC class can be very, very beneficial to work in smaller, less distracting environment, more personal attention to gain a base in core skills, ability to focus on behavioral or other issues which may impede academic progress. BUT you can also run into SC classrooms where it is a little too much "teacher choice" and teaching to the lower performing students' goals instead of individualizing. Also, you do want to be sure your child/child's group gets appropriate amount of direct teacher instruction.

For a child with moderate, multiple or severe challenges, a SC classroom may be the better setting to have the best chance of mastering basic core academic skills and extending them along the way. Also perhaps the better setting for some students to help them master related life skills to be able to function in a job setting later on.

Also life is about being flexible and just because one starts out in a SC class may not mean that mainstreaming or inclusion may not work as the LRE at certain times in ones education. Just as some may do well with peers in early years, but if the gap widens, perhaps going to a SC or resource setting for core subjects is best alternative to getting a regular high school diploma. Funding is not what it used to be so there are times when you have to pick and choose your goals. In the early years I would opt for best setting to learn to read, to write, to do math - solid base and to learn computer skills to have the widest choice as school goes on.

So if the children have delays, then how can they be taught the same curriculum? Would it not have to be modified?

Anonymous wrote:Yes I did attend. Was in middle school transition session and that question came up. I am considering self contained for english for my child and I was told exact same curriculum.

I Wonder if it is the same at the elementary level as well.

Yes I did attend. Was in middle school transition session and that question came up. I am considering self contained for english for my child and I was told exact same curriculum.

Anonymous wrote:I am in fcps and was told it is same curriculum. Also I heard this at recent special ed conference.

You mean the same curriculum as in general ed? Did you attend the FCPS special ed conference?

I am in fcps and was told it is same curriculum. Also I heard this at recent special ed conference.

We are in FCPS. Anyone from FCPS? Thanks PPs.

What county are you in? In Montgomery County, the Asperger's program follows the gen ed curriculum and children are often mainstreamed. The autism program is not a diploma bound program and therefore has a modified curriculum. There are a few other programs that children with autism can go to, but those are the only two official autism sc classes for elementary school in the county.

Are you in MoCo? My kid is in an SC class for kids with a range of issues. There is a lot of small group work. The teacher takes one group, the para takes another, a therapist another, some self-directed work. Groups can have as few as two kids. Work in the class is modified from the regular curriculum. In my kid's class, some of the smarter kids rotate out into gen ed for subjects they do well in.

We are wondering what type of curriculum do the teachers use in self contained autism classes? We were told by someone that it is modified. Is that correct? Is it modified to meet each child's needs? Or do they teach the same thing to all the children?