Fighting for the integrated class

[ecki]

I've been on the fence on this for months. But I think I'm finally ready to jump in and fight for Kayla to be in the integrated (60% typical, 40% special needs) PreK class for Extended School Year.

I'm getting a bit of resistance from the preschool director -- she feels Kayla is not "high functioning" enough. I'm aware of that -- Kayla consistenly scores in the 1/10 of 1% on whatever testing they give her and she's nonverbal. I'm arguing that integration works for kids of all levels of abilities. I'm not expecting her to keep up "academically", at this stage I want the socialization with typical kids. Kayla will have a 1:1 aide (she has one in the self-contained class). And I just want to try it out for the 6 weeks of ESY before deciding what to do in September and eventually for Kindy in 2009.

I really feel like I can't make a good judgement of an appropriate placement for her in the future if we don't at least TRY to see how she does in a less restrictive environment.

Any suggestions for this fight?

 

[bookwormde]

You should not have to fight. I am not completely familiar with the regulations for pre-k but if they mirror the rest of the IDEA regulations but she must be placed in the LRE that can meets her needs including all accommodations and supports that she need to be educated in that LRE, unless you object.

Great idea to do a “trial” as long as you are comfortable that everyone involved will give it their best effort.

You are right academics are inconsequential at this point as are the tests, it is all about social development.

Good luck

bookwormde

 

[Maraena]

I've been on the fence on this for months. But I think I'm finally ready to jump in and fight for Kayla to be in the integrated (60% typical, 40% special needs) PreK class for Extended School Year.

I'm getting a bit of resistance from the preschool director -- she feels Kayla is not "high functioning" enough. I'm aware of that -- Kayla consistenly scores in the 1/10 of 1% on whatever testing they give her and she's nonverbal. I'm arguing that integration works for kids of all levels of abilities. I'm not expecting her to keep up "academically", at this stage I want the socialization with typical kids. Kayla will have a 1:1 aide (she has one in the self-contained class). And I just want to try it out for the 6 weeks of ESY before deciding what to do in September and eventually for Kindy in 2009.

I really feel like I can't make a good judgement of an appropriate placement for her in the future if we don't at least TRY to see how she does in a less restrictive environment.

Any suggestions for this fight?

Give me a couple of days or so and I can look into this one. I seem to recall that Pre-K isn't subject to the same rules as K-12 and LRE may not actually be a part of Pre-K. However, it's really not my area so let me look into it before I give a final answer.

Personally, I'd ask the pre-school director what they saw the purpose of Pre-K being. Pre-K typically is more about building social skills than true academics, in the sense of the 3 R's and such. Ask them if they'd be willing to just test it out, track problems with data, and then check progress after a couple of weeks.

 

[Piper]

Give me a couple of days or so and I can look into this one. I seem to recall that Pre-K isn't subject to the same rules as K-12 and LRE may not actually be a part of Pre-K. However, it's really not my area so let me look into it before I give a final answer.

Personally, I'd ask the pre-school director what they saw the purpose of Pre-K being. Pre-K typically is more about building social skills than true academics, in the sense of the 3 R's and such. Ask them if they'd be willing to just test it out, track problems with data, and then check progress after a couple of weeks.

In our district, Pre-K is all about academics. Students are expected to identify 54 letters (upper, lower and typescript a and g) know the sounds associated with the letters, identify beginning and ending sounds of words they hear, be able to tell how many syllables are in a word, tell the number of words in a spoken and written sentence, identify and produce rhyming words, tell which of 3 words does NOT rhyme (difficult), point to words as they are read, name all colors and common shapes (using words such as rhombus for diamond, ellipse for oval), make a simple pattern, count using one-one correspondence and identify numerals, sort objects by two attributes. By the end of the year, they should be able to write 12 words including their first and last names. There is a lot more that I didn't list. And that's all in 3 hours a day (and with high-risk students-most of them speaking a language other than English at home.) The kids even have homework!

Pre-K used to be about social skills and learning about "themes." Now, it is about academics--thanks to No Child Left Behind!

 

[belle&beast]

I agree that in preschool inclusion is the way to go. Yes, preschool has become more academic, but given her IEP, those goals should be able to be accomplished especially with a 1:1 paraprofessional. All children learn from their peers, and many with disabilities pick up more language skills from being immersed in language just by socializing with or even parallel playing with typically developing peers. Will your DD need assistance to play or communicate with peers? Absolutely, but she will have role models to demonstrate play skills which develop similarly to language skills.

I work in a totally inclusive school system, and I just don't understand separating these kids especially in preschool. (I do understand in the later years, but I still believe in keeping kids with special needs with their typically developing peers as much as possible.) We just don't have this type of issue since we want all kids to learn from each other. Good luck and maybe contact a parent advocate if you feel you are not being heard.

 

[MisMikiNikiLynne]

I have 3 high needs children and have had to battle to get them into 'typical' classrooms. Both pre-K and elementary. Based on her IEP she should be in a regular classroom setting as much of the time as possible, not only for academics but for socialization. My DD, 10yrs, is in a "typical" classroom 2 days a week and she is profound, she will not (baring a miracle, and it could happen) ever learn her numbers, letters, or learn to read, but both she and the children learn from each other and she knows when she is in center base classroom vs the 'typical' classroom.
What I have found is the parents are the ones that are more reluctant, the main comment I hear is "well, how much of the teachers time will SHE take away from my child?". My comment to them is always, "My child comes with her own teacher, does yours?".
Be prepared, but stand firm in your belief. You know your child better than anyone. Afterall, you are with her 24 hours a day!
PM me if you would like to 'talk' more...

 

[Maraena]

Terribly sorry about the delay. I've had a few other things on my plate that required my attention.

Based on your profile location (NY), it appears that LRE is definitely going to apply for you. I pulled up the NY State Dept of Ed site to verify this and it appears that children are transitioned from Early Intervention to the State Dept of Ed once the child enters Pre-K.

I did happen to find one legal case on this particular issue in NY. It may prove of interest to you and your director. Basically, a class action suit was brought against New York City for automatically placing students in the most restrictive environment. The case is Ray M v Board of Education and was resolved in 1999.

Here's a nice chart on the differences between Early Intervention and Pre School. LRE is definitely included. http://www.health.state.ny.us/commu.../early_intervention/transition/appendix_a.htm

My suggestion is that you may want to call an IEP meeting. This sounds like it will be a change of placement, even if it's only for a short trial period such as during ESY. It's still in your and your child's best interest to have documentation that you followed standard procedure in an attempt to achieve LRE.

Anyhow, I hope that helps. I feel like I'm leaving something out. I'll check back here in a day or so.

 

[Maraena]

In our district, Pre-K is all about academics. Students are expected to identify 54 letters (upper, lower and typescript a and g) know the sounds associated with the letters, identify beginning and ending sounds of words they hear, be able to tell how many syllables are in a word, tell the number of words in a spoken and written sentence, identify and produce rhyming words, tell which of 3 words does NOT rhyme (difficult), point to words as they are read, name all colors and common shapes (using words such as rhombus for diamond, ellipse for oval), make a simple pattern, count using one-one correspondence and identify numerals, sort objects by two attributes. By the end of the year, they should be able to write 12 words including their first and last names. There is a lot more that I didn't list. And that's all in 3 hours a day (and with high-risk students-most of them speaking a language other than English at home.) The kids even have homework!

Pre-K used to be about social skills and learning about "themes." Now, it is about academics--thanks to No Child Left Behind!

They definitely have their plates full! What amazes me is how many of those skills aren't really developmentally appropriate for most children at that age. Hopefully preschool is still making learning fun and not subjecting them to hours of worksheets already.

My knowledge and classroom experience is more specific to middle and high school students. I pay a small amount of attention to earlier grades but nowhere near the attention that I pay to secondary. I do have to say that some of the elementary standards I've been looking at lately seem far too advanced for the typical developmental levels. (Some states have standards addressing algebraic equations in the 2nd to 3rd grade, for instance!)

 

[Schmeck]

They definitely have their plates full! What amazes me is how many of those skills aren't really developmentally appropriate for most children at that age. Hopefully preschool is still making learning fun and not subjecting them to hours of worksheets already.

The 2-3 years old brain is very ready for these types of challenges - more so than at a later age - this is when we should be introducing the concept of reading, a second language, math skills, etc. Of course worksheets are not the way to focus on learning, and hopefully the kids are using games, stories, and free play, centers, etc, to learn these very important skills.

To the OP - make sure you can prove that the inclusive class is the most successful location for your child to be in as LRE doesn't mean just throw all the kids in together. The child must be able to meet the goals in the IEP in that environment, which is not always possible.

 

[ecki]

My suggestion is that you may want to call an IEP meeting. This sounds like it will be a change of placement, even if it's only for a short trial period such as during ESY. It's still in your and your child's best interest to have documentation that you followed standard procedure in an attempt to achieve LRE.

Well, Kayla's annual review is 5/5, so that's the official IEP meeting. I've asked to have a meeting with all the teachers and therapists at her preschool, and that's 4/23. I wanted to go into the IEP meeting with most of the problems and concerns worked out and make sure everyone is on the same page. ESY is considered part of the next school year (2008 - 2009) so it will be addressed at the IEP meeting. Then I'll probably have to schedule another in August (after we're back from WDW!) to determine placement in September.

 

[Ali]

I admit I don't know all about your daughter and what you do with her on your own, I think I remember I read that she is away from you all day except for an hour at night time. I'm sorry if I am wrong. What do you do with her for socialization now? Because I know that she will not get any real socialization in any class with a one to one aide facillitating all interactions. Kids act differently when there are aduts present and in a social setting like story time or a park they may be more kid-like. Socialization is valid if it is on her IEP as a goal but you better be able to show how you are also working on that issue if you want to change placement for that issue alone.

Is ESY already checked off on her current IEP? If that's the case and there are going to be 2 differently staffed pre-k classes (one completely self-conatined and fully disabled and the other 60/40 split) for ESY then the tack you take in the meeting is that it shouldn't be much of an issue because you have a one to one aide so the teacher won't be affected as much. It is a short time frame to see how she will do. Maybe there will be growth that isn't academic but will change her life in ways we are unable to quantify on paper.

The issue for the school will be that if you get her in the 60/40 class for summer you have a precedent set for kindergarten where she would be in the regular class with support instead of in a self-contained class. This is why they will fight you to keep her in self-contained class for ESY.

I guess NEw York is different from Florida because we don't have this kind of option for ESY - there is either fully self-contained or the Voluntary Pre-K for everyone. The school districts I have worked in haven't diversified for summer at all, they just put the most behaviorally impacting in ESY and tell everyone else that the data shows they won't regress so they don't get services. Harsh but budget cuts are horrible here. I have 10 students and 3 will do VPK ( 1 teacher, 1 aide, 18 kids) without support (going to kind. in the fall), 2 got into ESY(1 teacher, 1 aide, who knows how many kids) and the others are left to twist in the wind for the summer. It is extremely atypical (only if they show violence towards others are are a danger to the classrom and then only if there is money for one) for any pre-k child to have a one to one aide, and it is generally a 2 or 3 kids to one aide situation for older kids. So, at least you have proper support for her.

Do not leave the meetings this spring without a firm date for the august meeting. August gets filled up with new staffings and you will be told that you had an IEP in May and you have to see what happens for a while before they can meet with you to discuss changes. Based on personal experience I give this advice - I know the law says you can request an IEP meeting any time, but I also know how long they can put off meetings when they whole team isn't in support of holding one.

 

[ecki]

YES! We got the integrated class for ESY! The preschool director did voice her concerns (safety & not being able to keep up academically). Kayla does have a 1:1 aide so safety should not be an issue. As far as the academic stuff, when the rest of the class is doing academics, Kayla will have a parallel curriculum where they will be running her ABA Discrete Trials.

I was also surprised that they will actually increase her speech therapy over the summer! Usually ESY is considered maintenance so they don't increase services, but Kayla is so delayed with her speech/communication the school district was fine with that.

I'm sure Kayla will do fine. I'm pretty nervous because I rarely see Kayla around typically developing kids. So I'll have to adjust to seeing Kayla's delays and not feeling horrible about it. I think I'm over the "comparing" phase. Kayla will do what Kayla is able to do.

ETA: Oh, they are keeping the integrated class on her IEP for the 2008 - 2009 school year, so they are assuming that we won't be changing it in September. And if we do need to change it, in NY it can now be done with a phone call and a letter to be signed so we don't have to actually have a physical meeting.

 

[BeckyScott]

Yay!

As far as seeing her with typical kids, fear not. You get used to it. To begin with, you'll only see it at drop-off and pick-up. Drop-off make arrangements to hand her directly off to the para (or sometimes the para isn't available before school, but find one adult that you always hand her off to).

I mean, it is hard. Just like the first day you took her to preschool. But both Mom & Kid have to learn to go out into the big world.

For pick-up, the para will probably escort her out. DS shares a para with another boy in class, and every day the 3 of them come out of school hand-in-hand. The para and her two "boyfriends". There is such chaos when school gets out that it isn't really noticable.

I just now read the p/p from Ali right above yours, and I know with my son the para doesn't tail him all the time in the room. Some activities she wanders off to facilitate that interaction with other kids. I know, too, that in Justin's room, the kids are all aware that something is different with him, but they are great with him. They help him out, well what it is, is they treat him just like everyone else in the class. Which is really what you want, right? He's just part of them. Your daughter will find that way that she contributes to the rest of the class. The para will blend in enough that the kids don't even realize she's really "assigned" to one kid. It'll work out great for you.

 

[bookwormde]

Congratulations, There will be some adjustment time and some occasional issues but for the most part it should be a great experience for your child.

With our child’s 1 on 1 we gave specific permission that if our child’s need were met that we would encourage the para to help the other children as needed. Support when needed is good, “hovering” is not.

bookwormde

 

[SandrainNC]

I'm glad you got the placement you wanted!!! This stuff is so hard. I was told that my son could not have an aide because "they don't do that anymore unless the child has a physical reason to need one." Nice, huh?

Sandra

 

[ecki]

Actually, Kayla takes the bus, so I don't have to drop off/pick up. They do have an open door policy, and I stop by at least once a week. That's when I'll see her around typical kids. I might refrain from dropping by in the summer, though. Her Medicaid Service Coordinator's (typical) daughter will be hopefully be in the same class and I'll be able to get updates that way. That and a lot of questions in her home/school communication book!

We're working with the paras in Kayla's classes to keep them an arm's length away. We (me and Kayla's ABA teacher -- the teacher is an independent contractor and doesn't work for the school) don't want the paras on top of her all the time. They seem to do a lot of "herding" of the kids from place to place. Since Kayla has a delay in processing information, we want the staff to give her a bit of extra time to respond. For example, instead of grabbing her arm and pulling her to her seat for lunch, they are going to leave her alone until she gets the idea that everyone else is at the table so she needs to be there, too!

 

[mickeymom1]

congrats on the placement!! and without a fight.

it is very hard to let go, been there & done that . my ds8 who also has down syndrome was fully included for the first time this year in a first grade class. i was so nervous for him, but he truly rose to the challenge and has exceeded everyones expectations. the kids in the class are such positive roll models for speech & behavior.

as far as seeing him with the other typical kids, i have seen a different perspective. it is amazing how the class accepted him as one of them and they don't see him any differently. for example, i know this may seem silly, but you know how kid's (or even adults ) can sometimes stare a little too long at our kids? well i recently went on a field trip with my son's class and it was so nice to see all of the kid's interact with him and not even give him a second look.

best of luck to you and kayla !

 

[Forevryoung]

For example, instead of grabbing her arm and pulling her to her seat for lunch, they are going to leave her alone until she gets the idea that everyone else is at the table so she needs to be there, too!

Actually, I bet you $10 that the kids are going to "take over" and lead her by the hand instead.

I've seen it happen many times (in various environments) and it's beautiful!

 

[mistymouse5001]

I don't think that children should be seperated. They could do the same thing with the aids in regular classes and keep them from being singled out.
Our society is ridiculous when it comes to things like that, and we are able to provoke change in all areas of life,and this is an are that counts! Good for you mom!

 

[Eeyores Butterfly]

I'm glad that you were able to get her included to see how it goes, but I would like to address some of the comments on this thread from a special educator's standpoint.

There is a lot of confusion on what LRE is. LRE is not necessarily inclusion. Sometimes inclusion can be more restrictive for the child depending on their comfort level within the class, ability, level, and social skills. In those cases a resource or self contained room may actually be more beneficial. Also, people forget that general education teachers have very little training in special ed and are not equipped to provide necessary supports in many instances. This is why I am getting a dual degree in special and elementary ed, I want to be the regular classroom teacher who can provide the supports. I cannot count the number of times that I have seen a child included who was simply sat at the back of the room with a book or given assignments well beyond ability level without modification.

I am personally a fan of having students who need a specific curriculum in a resource room for that time, but included for specials, lunch time, recess, and any subjects they can learn the regular classroom with or without modification. EIBI is better accomplished in a more controlled environment with fewer distractions. Also, in my experience, children are more likely to pick up on a different curriculum than they are a student being pulled out. Especially during the early years, children with more severe special needs tend to need a very intense curriculum. We have a preschool classroom for children with autism in which we do EIBI, and almost all of our students are self contained. It is an amazing program and I don't think it would work half as well if our students were mainstreamed.

My personal opinion is that in the end we cannot say that all children should be included as much as possible or conversely separated as much as possible. The academic side needs to be taken into account just as much as the social side as well as the strengths, weaknesses, and preferences of the student themselves.