So here’s how it went down. In writing, I asked once again for a 1:1 aide and for them not to suspend him.
I got three things…..
A trial period of a 1:1 aide for 30 school days. It won’t be HIS aide, but the intervention specialist gets a second aide for all of her kids. So in all functionality, he’ll have a 1:1 all day long— he will no longer be un-shadowed in specials, lunch, recess. S/he won’t be an rBT… might not have experience with autism or behaviors….. but s/he will be a warm body willing to learn about him and his behaviors so I have to say it’s a step in the right direction. If he doesn’t get suspended again within the next 30 days, we reconvene to talk about how it worked out and then I have to fight to make it more permanent.
If he DOES get suspended again in the next 30 days, we talk about alternate placement. There is another school within the district that has more of a behavior program. Someone explain to me why any school with an autism program doesn’t also have a BEHAVIOR program? But being with other students with similar issues and teachers with experience with these issues can only help him. He’ll be likely to have fewer transitions as he can perhaps be in the behavior classroom most of the day instead of general ed and perhaps social skills and behavior interventions are done within the classroom… we didn’t get that far yet. But we’re eons away from placement in a private school. He hasn’t exhausted the district yet— just perhaps his school.
On the note of fewer transitions—- he’s currently doing fine academically being pulled for gifted ELA (English/ language arts) and gifted math. But there is lots of anxiety and screaming about gifted ELA. We might just pull him from gifted ELA— we don’t need to make the decision right this minute but I asked him if he’d like to leave gifted ELA and he said yes. His behaviors are trumping his need for advanced academic support especially in ELA which he HATES.
Let’s see how the 30 school days with additional aide support helps…. I’ll keep you posted!