Anonymous wrote:Lafayette has been awful. Avoid the school.

Agree. Lafayette is the worst. Deal is just as bad so there is no light at the end of the tunnel. MoCo schools have a much better reputation but not with all services so your friend should ask specific questions.

Anonymous wrote:I don’t think you have a very good sense of what the word spectrum means.

You didn’t refute a single thing I said though. It’s disgusting that you have an autistic child, they’ll likely hate you one day for putting down other Autistics.

Anonymous wrote:^^PP is not just bitter -- she's also wrong. In addition to SWS, there's a HFA inclusion program at Takoma Education Campus (a Title 1 school).

Barely there are some schools that should lose their title 1 status soon enough. I believe that school is one and Tyler ES.

And bitter isn’t the word I’d use. I just dislike uppity generally white parents who think their child with a DISABILITY is somehow above other children with the same disability.

But carry on. To get into the program your child needs to take an IQ test, unless they don’t do it anymore and just let in desirable children and wealthier families.

^^PP is not just bitter -- she's also wrong. In addition to SWS, there's a HFA inclusion program at Takoma Education Campus (a Title 1 school).

I don’t think you have a very good sense of what the word spectrum means.

Anonymous wrote:Should high-functioning ASD students and low-functioning ASD students be placed in the same program? Should non-verbal students and students who are above grade level academically be placed in the same program? What good would that do either population?

High functioning and low functioning is just more jargon that is gross. The fact is children in that class are still in self-contained they’re not better or worse.

And you didn’t read that statement above, there are legit like 2 schools that have this program and all non title 1 schools filled with mostly non POC children, no surprise there.

Again, I have had kids who just transfer to gen ed and aren’t in my class anymore. I also have kids in my class who are 1-2 grade levels above their grade.

I have 9 kids and 1 is non vocal, it didn’t make the other kids lose their skills or prevent them from gaining any.

You’re like that gross family who was asking me the profiles of students in my classroom. You seriously think only kids in THAT CES program are gifted? Seriously?

I certainly believe in inclusion but you don’t because you’re literally saying ‘non verbal students and students who are above academically won’t benefit from each other.’ Oh well maybe children who are fully in gen ed won’t benefit from those CES kids being included in their class. See how disgusting that sounds? That’s how you are sounding.

My child attended the SWS HFA program. S/he is now in middle school. But while at SWS s/he had pullout social skills (“Strategies”) classes. There was also a lunch group, though some kids opted to eat in the cafeteria. Plus a lot of push-in support and helpful classroom aides.

Since then I think SWS has opened a self-contained ECE program, in addition to the upper grade inclusion HFA program.

Should high-functioning ASD students and low-functioning ASD students be placed in the same program? Should non-verbal students and students who are above grade level academically be placed in the same program? What good would that do either population?

Anonymous wrote:

Anonymous wrote:Really??? You think DCPS shouldn’t have any inclusion programs for kids on the spectrum??

It is not an inclusion program. It is indeed a self contained program still.

Do you know what real inclusion is? Slapping high functioning n the program name doesn’t make it inclusive nor does having specials with gen ed. Other programs do that too.

It is inclusion. ALL classes are with general education. I’m not referring to the ECE program.

Anonymous wrote:

Anonymous wrote:Really??? You think DCPS shouldn’t have any inclusion programs for kids on the spectrum??

It is not an inclusion program. It is indeed a self contained program still.

Do you know what real inclusion is? Slapping high functioning n the program name doesn’t make it inclusive nor does having specials with gen ed. Other programs do that too.

Oh and to add the high functioning CES program is just a way for schools to deny students that are harder to teach and ruin their scores. It’s a way for parents to segregate their child from ‘lower performing students.’

One of the things I have had a perspective high SES family ask once is ‘how far behind are the kids in your class?’ ‘Are they all nonverbal because our son speaks a lot’

It’s a spectrum for a reason, I had kids waaaaay higher than that families kid. It’s super insulting.

Anonymous wrote:Really??? You think DCPS shouldn’t have any inclusion programs for kids on the spectrum??

It is not an inclusion program. It is indeed a self contained program still.

Do you know what real inclusion is? Slapping high functioning n the program name doesn’t make it inclusive nor does having specials with gen ed. Other programs do that too.

We have experience with the Speech Therapist at Ross and the OT at Ross - but no specific experience with Ross

We liked both of these professionals

Really??? You think DCPS shouldn’t have any inclusion programs for kids on the spectrum??

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What’s the IEP for? DCPS has some good specialized programs that are inclusion?

Speech and OT are pretty similar in every school, since such therapists travel from school to school (they’re not based at any one school).

Two of my kids have had both services throughout elementary. Such services have ranged from mediocre to good over the years, depending upon who we got that particular year. Regardless, we’ve always supplemented.

But it’s tough to justify such services after ECE without an appropriate diagnosis. Which leads me to my original question — what’s the IEP for?

On an anonymous forum, the diagnosis is absolutely none of your business. The original poster is asking what schools provide these services well. Just take as a given that they think they will qualify. The school team will determine qualifications, its not for you to decide whether they will qualify for special education services.

There are specialized programs for kids with certain diagnoses, such as the excellent HFA program at SWS/Goding. But speech and OT are pretty much the same everywhere, since they’re contracted positions.

OP hasn’t shared enough for posters to be helpful.

Lol OF course you’d mention the ‘high functioning’ CES program. I hope they get rid of that.

Anonymous wrote:

Anonymous wrote:What’s the IEP for? DCPS has some good specialized programs that are inclusion?

Speech and OT are pretty similar in every school, since such therapists travel from school to school (they’re not based at any one school).

Two of my kids have had both services throughout elementary. Such services have ranged from mediocre to good over the years, depending upon who we got that particular year. Regardless, we’ve always supplemented.

But it’s tough to justify such services after ECE without an appropriate diagnosis. Which leads me to my original question — what’s the IEP for?

On an anonymous forum, the diagnosis is absolutely none of your business. The original poster is asking what schools provide these services well. Just take as a given that they think they will qualify. The school team will determine qualifications, its not for you to decide whether they will qualify for special education services.

There are specialized programs for kids with certain diagnoses, such as the excellent HFA program at SWS/Goding. But speech and OT are pretty much the same everywhere, since they’re contracted positions.

OP hasn’t shared enough for posters to be helpful.