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C:  My dtr is in first grade. She has autism and ADHD. Completed K in mainstream and did well with her 1:1 para support for focus etc. Now we go to first grade. I see that she was out into what the school terms as a push in class or a class which I notice most of the kids with IEP’s are also in the class. . My dtr did well last year being mixed with all kids in her class and she learned so much. Now we are seeing an increase in anxiety .. When IEP team ends our end of the year meeting last year it said mainstream class. This to me is not mainstream. It’s actually a hidden ESE type classroom in appearance. So how so I prepare for next years fight?

  1. My child has Autism and ADHD and was mainstreamed last year with an AIDE to help her focus. She just moved into 3rd grade and thy have decided to switch her placement from General Education to Self contained class. She has don amazing in the regular education classroom. I asked them about this and they responded with the teacher does not feel like having to follow an IEP or 504 plan. She does not want to accommodate or modify or have meetings. They never give this teach any special needs students. What can I do to make sure my daughter stays in regular education with the proper supports?

    • Ainsley, the school cannot just move your child into a new setting without discussing it with you. That third grade teacher should not be a teacher if she cannot accept having special needs kids in her classroom. It is very telling to me that they never place kids with disabilities in her room. What you need to do is request for a meeting to resolve this issues and ask for your child to be back in general education class but with a different teacher. You state parenting and training information center can also assist you.

    • I was once pre-warned to not have my child go into a classroom with a middle school teacher due to the same reasons-“She does not want special ed kids in her classroom.” She was highly effective with the students and well praised by peers. Parents loved this teacher. Her students always won awards and honors. BUT she did not want to deal with kids with IEPs. She had a vision of her “model student” in the classroom and that vision did not include IEP students. She was ALLOWED to have this type of power. That warning (from secret whistleblowers) gave me the chance to say, “Do not put my child in her class.” My child achieved and made progress with a different teacher who also helped his students achieve and in a smaller setting which allowed for experiential learning.

  2. You and the school have different ideas about your daughter’s needs. You want to sway them to your way of thinking. But how? You’ll need evidence to support your point of view.

    Anecdotal evidence is helpful, especially from teachers, therapists, etc. Progress (or lack of) on annual IEP goals can also provide good background.

    To make a significant change, though, evaluation is your best bet. You can ask the school to evaluate and compare the results to previous evaluations. You can also arrange to have her evaluated privately (especially useful if it includes a classroom observation and records review).

    And be prepared to work for it. “Wrightslaw: From Emotions to Advocacy” can help you with documenting you case, meeting prep, etc.

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