autistic supported classroom?

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Could someone please explain what an "autistic supported classroom" really is? What does it look like? I live in ct and I don't believe we have anything llike this for high functioning autistics with AS/PDD-NOS. These kids are mostly mainstreamed.

We do have one program out in Canton for kids on the spectrum. It's called FOCUS. Anyone from around here familiar?

Also, is it better to have a 1:1 aide in the early years for a child who requires redirection and some support in mainstream? Or, is it too stigmatizing. I'm pushing for mainstream and 1:1 aide who is trained in ASD's. but, I don't want an overwhelming, impatient aide who hovers. Is this possible?

thanks,

equinn

Where we live, the autistic support classroom is where the lower functioning autistic kids go. The higher functioning kids are mainstreamed in regular classrooms.

I think that the way our school district handled aides was the best possible. In first grade, our son had one aide throughout the day who helped him all the time. In second grade, he had many different aides, so that he would not get too dependent upon support. In third grade, there was support when needed, but they began to pull back support. In fourth and fifth grade, he really had little to no support, because at that stage it would be stigmatizing. He also received lots of social skills help from his speech teacher.

Our son is now in middle school, and hopefully by next year we will have pulled back from ALL support -- no speech, no special ed communication arts classes, -- and he will totally be in mainstream classes. He still has needs, but we are trying to figure out how to handle them without sending him to "special" classes. His grades are high, and his social life is good.

You are totally right about not wanting an aide who "hovers." That's the worst possible thing. The ideal aide is one who only helps when it is absolutely necessary. The best possible outcome is for a child to gain their independence!

Kris

pm,d you

this is what I suspected, but wanted to ask anyway.

High functioning autism kids are mainstreamed. Yet, my son does need supports in the classroom. Problem was he was pulle dout too many times and the resource room was utilized for misbehavior or intolerable behavior.

Now, although he is very high functioning, he has inattention issues and needs redirecting in mainstream. He's way too hf to have an aide sitting by his side. But, he does need a mentor, a buddy, someone guiding and redirecting--but not pushy. This happened last year. I'm so mad that he didn't get the RIGHT kind of supports for the past year and a half. I do think he would be all seet right now if he had.

Sometimes there are children in a room that are quite obviously interested in doing the very type of "directing" that you feel your son needs. You might want to talk about this possibility with your teacher.

My son has had a friend in his classroom since second grade who would help him remain focused on a task. He would help keep his attention, remind him to take notes, and stay in line when on field trips, etc. This young man (who we are forever indebted to) is still my son's friend, and honestly likes him. This young man also likes to be in charge, be in control, but has a really terrific nurturing quality as well. I don't how we got so lucky to have him. The teachers through the years have had this boy sit next to my son and help out. It's a much more "natural" solution to the FOCUS problem than an aide.

Kris