Class Placement - Fremont,CA

With the IQ of 85, I'd prob leave him in the SDC or continue to have him spend a SMALL portion of the day integrated with the remainder spent in SDC. You want him in whatever environment that can help him most.

To the poster that questioned the pdd-nos diagnosis without behavior problems, I question if you have a firm grasp on what it is. It is pervasive developmental disorder - not otherwise specified... really no connection to "behavior problems". It is often, but not always, a stepping stone diagnosis for autism spectrum disorder.

If your son does not have behavioral issues in school, then he should not have an aide. Requesting an IEE will not provide you additional information. At this time you know:
1. His diagnosis
2. His academic performance levels (grade equivalents are irrelevant b/c the tests are nationally normed and every state has different curriculum standards)
3. His IQ (low average)

He has had two years in a split program is not making the progress that they anticipated based on his ability level.

I would suggest trying the special class placement, but putting program review into the recommendations at the end of the first marking period. If he's settling in and learning, then you can continue as planned. If it seems overly restrictive, then you can make changes.

Integrated programs for children with significant learning needs are not always successful. When a child is in an integrated setting, the expectation of him is that he can (and will) achieve at the same rate as his typically developing peers. It sounds as though that may not be the case for your son at this time.

You are incorrect in one statement... it is not difficult to go from a special class placement to an integrated placement. It happens all the time.

I suggest that we do not know enough about your son and the school and classes he would attend for either choice to make a recommendation.

If this were my son, I would rely on the professional advice. Could you get advice from a professional that knows your son and his conditions who is not connected to the school? However, I've had success dealing with schools for all my life and tend to follow their advice after I do my own research to see if I understand what they're advising. It's important to me to have an understanding and not just blindly follow advice.

I agree with Jennifer T. I would take the advice of the school. I also have a 5 year old student at my school on the Autism spectrum, he is the most polite, well behaved little boy I have. Does not present any behavior issues at all, which was one of the reasons his parents were so reluctant to have him evaluated. We had concerns early on, mostly social and also academic. He is finally receiving services (after many meetings with parents) and is doing amazing. On the flip side I have another child who is 3 and is presenting very concerning issues and aggressive behaviors, also on the spectrum (has been evaluated and diagnosed) and parents are in denial and will not receive services. Not everything is textbook when evaluating children, and getting them the help they need. In my experience getting parents on board is the most important and crucial first step. The help is out there, it can only help and not hurt. My suggestion would be to follow what the school is suggesting, especially in the early school years when beginning reading and math skills are so important. Smaller class size and extra attention can not hurt him. Good luck, I know this is a difficult decision to make, and bless you for doing what is best for your child.

Often there is one person in the system whose opinion makes the most sense to you. Have a 1-1 with this person, just to clarify your thoughts. Then go home, make a decision, and go forth with confidence. If it works out, fine. If it needs to be changed, that can be done, too. For example, the IEP can be written that he join the sdc class and that his progress will be assessed and reported on after the first quarter, with an opportunity to re-enter the regular classroom if deemed more beneficial. All my best.

Speaking as someone who has been there, these are my thoughts. My daughter did not have behavior issues, but severe learning issues. Personally I wanted her I. The most restrictive early on. The more he can get the better off he will be in the long run. It is not harder to make the change later. My daughter made the switch n fifth grade. Best decision we ever made early on. I am wondering why your son has an aide. So I say put him in special Ed class. That will give him the best chance at overall success. I never looked back.

Having an aide with him is definitely not least restrictive. It is one of the biggest restrictions that there is. They may be advocating for him to be in a full day special class as it is a better choice for him by removing the one on one aide that is with him.

I can't answer your question, mom. I do hope that you can find someone who can. I guess I wonder, with him having no behavioral issues, how they came to decide that he has pdd-nos...?

I found this site - see if it helps:
http://www.schoolpsychologistfiles.com/slowlearnerfaq

You might consider investing in hiring someone who helps parents navigate this difficult process.

What does your inner mom think? I always found that when I thought only with my head based on the facts only I didn't make the correct decision. Take the information and use it to figure out what your son really needs in order to succeed in school and in life.

Please remember that your school system may not have the resources to actually give your child everything he needs. They will try their best to avoid sending him out of the school system (because it's expensive) but that might be what's needed.

Regular Ed. teachers do not particularly take to SE students. SE teachers usually have a child, sibling, parent who is Special Needs and therefore, are more sensitive to their needs.

Be ware.

You should be able to see his report card, progress reports, teacher conference to find out how your son is doing in special class vs his time in the mainstream environment. I work in a special ed self contained class - first and second grade. I've found that kids seem to do better if they get the self contained experience early and mainstream out rather than failing in mainstream and then going into self contained.
Does your school district offer parent advocates? We have them there, they can attend the CSE/IEP meetings with parents and counsel you about the special education process.
Good luck!