http://www.thearc.org/ubb/Forum6/HTML/000092.html
Please go this thread and read more info first.
Re: Higer level of inclusion comes only w consistency and continuity. Not w a break after 8 years of doing it.
You see, they have this system set up in junior high, wherein they can't allow group transitions, same class, same students for each period etc for each grade. That is wrong for a kid w autism. They need to have predictable presence of class mates and routines w them. Meaning even if my son does not follow exactly word per word general curriculum, he will be covering the same subject for each period w adaptations made by his resource special ed. teacher. My son will never follow the same level as the other normal kids do for his age. But using them as normal "peer Pivotal model" has great impact on him w regard to his physical behaviors.
I am not worried about his academics at this point. He has severe autism w severe MR. He is a dweet kid, who learns good functioning behaviors from other kids who are w him all day in his normal regular class setting.
I give him opportunities just like every one, and let him to decide his level of participation and acheivement of skills. Each indl kid learns in his own pace anyway, even among the normal kids. Not every kid is an "A+" in letter grades, though they are divine kids.
