Anonymous wrote:

Anonymous wrote:Please realize that school personnel are being pulled in many different directions during the course of any given school day. If a child needs so much individual attention that the available resources cannot stretch that far, perhaps there should be more follow-through at home as far as simple rule-following.

Teachers are human and can only split their attention so many ways, regardless of IEP intentions. Only recently has so much energy been devoted to "special" cases which seem to be increasing tenfold each year. Regular public schools can no longer be expected to bear this load.

They are expected to-its the law. OP's child shares an aide with one other student. She doesn't seem to have any behavioral problems, based on OP's description. There is no reason she can't spend her day in the LRE--the general ed class. Administrative convenience doesn't trump a child's education.

As far as OP "following through at home" --we are talking about an intellectually-disabled child. She will need a lot more repetition than an NT child in order to "get" the procedures. If you don't understand that, you shouldn't be teaching.

OP here. Let's hope the original poster of that comment above is not a teacher but based on my experience thus far, I wouldn't be completely surprised. And YES, it's the law. Follow through at home, that is funny. This must not be coming from someone with an intellectually disabled child. We take her to private speech, OT, reading specialist and behavioral therapist. We are following through in every way possible. But yes, she has an intellectual disability. Things do not come as easy to her as other students her age.

Please above poster, don't worry about resources. First, her IEP calls for her to have an aide. I believe it is to help her follow procedures in the gen ed setting (which is what I was trying to clarify). Secondly, there are three teachers in her room for 24 students (one of which is the aide). This doesn't count the two hours a day that she (and the other girl is gone three hours a day) are gone or in different settings. I have never gotten the impression that they are trying to move her for lack of resources. They are trying to move her because it is HARD WORK to work with her. Its just a sad fact. She is a delight and is learning a ton...but she's tough. I don't know anything about cases increasing "tenfold." All I know is that 6 1/2 years ago I had a child who has an intellectual disability. She needs support to be successful (in school and life) but she deserves a chance just like everyone else.

Anyway, I can't believe I just defended myself here on that comment. This board is always so supportive on the issues and understands the law and requirements of the special ed teachers. I will try to ignore the "extra" commentary.

Anonymous wrote:Please realize that school personnel are being pulled in many different directions during the course of any given school day. If a child needs so much individual attention that the available resources cannot stretch that far, perhaps there should be more follow-through at home as far as simple rule-following.

Teachers are human and can only split their attention so many ways, regardless of IEP intentions. Only recently has so much energy been devoted to "special" cases which seem to be increasing tenfold each year. Regular public schools can no longer be expected to bear this load.

They are expected to-its the law. OP's child shares an aide with one other student. She doesn't seem to have any behavioral problems, based on OP's description. There is no reason she can't spend her day in the LRE--the general ed class. Administrative convenience doesn't trump a child's education.

As far as OP "following through at home" --we are talking about an intellectually-disabled child. She will need a lot more repetition than an NT child in order to "get" the procedures. If you don't understand that, you shouldn't be teaching.

Please realize that school personnel are being pulled in many different directions during the course of any given school day. If a child needs so much individual attention that the available resources cannot stretch that far, perhaps there should be more follow-through at home as far as simple rule-following.

Teachers are human and can only split their attention so many ways, regardless of IEP intentions. Only recently has so much energy been devoted to "special" cases which seem to be increasing tenfold each year. Regular public schools can no longer be expected to bear this load.

Just to share my story, I hope one day my son, who is at a 1st grade level reading and math, but in a self contained autism classroom gets to where your daughter is. He's in K.

Its about his behavior.

But he has advanced academically and behaviorally in the sped ed classroom.

Although its so heart breaking not to see him w/in a typical gen ed classroom.

Also, at his previous school the aides were phenomenal. Some of them future students heading to law school, etc.

I am also hoping to be an aide and I have my bachelors in a science field and have done so many ABA courses.

My son's aides are not native English speakers, so you never know what you are going to get. Though I have seen really good BCBAs train *anybody* and they do an excellent job -- barring the English fluency part, which is a big deal since that's what we are targeting in Autism, but I digress.

I don't have an opinion per say, only to share that great progress can be made in a self-contained classroom, although, like you, I would also like my son to be more included in gen ed activities.

That doesn't make sense to me ^^^. Stand your ground, OP! There is no way to fix not remembering the general ed library check out procedure or to stay in your seat during general ed journaling if you are sitting in the resource room doing other activities with other children. Nope nope nope.

If she is having trouble remembering the order of things, a flip chart with pictures of 'what happens next' might be helpful.