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.

OK well clearly your child did not have a high level of needs ... and you were able to afford both private school and private services. Many of us are not in that situation, and the extent and nature of OP's child's needs are not clear. Also in DC anyway, they would have allowed a private consultant psychologist to observe.

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.

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.

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.

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?

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?

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.

Anonymous wrote:

Anonymous wrote:Op again. I agree with the poster above. It’s preschool. Give him a chance. I should say I’m also a teacher and have seen kids both in and out of general ed in Dcps. I don’t want him falling further and further behind. Gen ed with supports is what I want

You can get private speech and tutor/supplement at home, like many of us do. Do give him a chance. If you can afford it, go private. There are privates who are willing and able even though they don't specialize in SN. It was the best thing we ever did. Public was not worth saving the money and we went back to private.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Op again. I agree with the poster above. It’s preschool. Give him a chance. I should say I’m also a teacher and have seen kids both in and out of general ed in Dcps. I don’t want him falling further and further behind. Gen ed with supports is what I want

What supports do you want for gen ed?

^^this. I was surprised by the number of hours my mild SN kid needed - 7hrs/week. He is able to attend and learn with that level. If he was like the kids I know with ASD, he'd need many more hours just to be able to learn and follow classroom
routines. Plus, my kid doesn't even need speech. The entire reason you load up the little ones with hours is to make sure they don't miss crucial years when they are learning basic academic and social skills. In MoCo they have the PEP preschool programs and nobody resists them!

OP I think you may not realize the level of needs your child has. It's hard to tell when they are 3-4 because the kids are all still kind of babies. But by 5 he needs to be ready to sit down, follow complex instructions, and work independently and in groups.

Not necessarily true. My child at 5 still had severe language issues and could not follow complex instructions. A few years later he could. 5/K is not the magic age, especially in language disorders.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Op again. I agree with the poster above. It’s preschool. Give him a chance. I should say I’m also a teacher and have seen kids both in and out of general ed in Dcps. I don’t want him falling further and further behind. Gen ed with supports is what I want

What supports do you want for gen ed?

^^this. I was surprised by the number of hours my mild SN kid needed - 7hrs/week. He is able to attend and learn with that level. If he was like the kids I know with ASD, he'd need many more hours just to be able to learn and follow classroom
routines. Plus, my kid doesn't even need speech. The entire reason you load up the little ones with hours is to make sure they don't miss crucial years when they are learning basic academic and social skills. In MoCo they have the PEP preschool programs and nobody resists them!

OP I think you may not realize the level of needs your child has. It's hard to tell when they are 3-4 because the kids are all still kind of babies. But by 5 he needs to be ready to sit down, follow complex instructions, and work independently and in groups.

Anonymous wrote:Op again. I agree with the poster above. It’s preschool. Give him a chance. I should say I’m also a teacher and have seen kids both in and out of general ed in Dcps. I don’t want him falling further and further behind. Gen ed with supports is what I want

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.

Anonymous wrote:

Anonymous wrote:Op again. I agree with the poster above. It’s preschool. Give him a chance. I should say I’m also a teacher and have seen kids both in and out of general ed in Dcps. I don’t want him falling further and further behind. Gen ed with supports is what I want

But what makes you assume he will fall further behind outside of gen ed? I have seen/experienced the opposite - the young child who falls behind in gen ed due to lack of supports. Your starting assumption seems to be that he doesn't need the level of support recommended, yet I'm not sure you have the information yet to know that? Maybe you are right, but you need more information.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Op again. I agree with the poster above. It’s preschool. Give him a chance. I should say I’m also a teacher and have seen kids both in and out of general ed in Dcps. I don’t want him falling further and further behind. Gen ed with supports is what I want

But what makes you assume he will fall further behind outside of gen ed? I have seen/experienced the opposite - the young child who falls behind in gen ed due to lack of supports. Your starting assumption seems to be that he doesn't need the level of support recommended, yet I'm not sure you have the information yet to know that? Maybe you are right, but you need more information.

Then you give them the supports they need in gen ed. I was able to get a full time aide for my K student. They yelped and fought and bitched and moaned and told me it was too much. But by the end of elementary, the social worker pulled me aside and tole me she couldn't believe his progress, and that we we right to fight for gen ed with pullouts. He's in high school now, taking classes in general education at the high school level, while those who stayed in the self-contained program remained in the self-contained classes at the third grade level.