Nothing is official but…

it appears that a new integrated kindergarten classroom is not off the table.  There is one classroom included in the proposed budget for next year…one…for the entire city.  There will be 5 6 slots for kids on IEPs and they are intending to fill only 4 5 of them so that there will be space available if a child needs to drop back from a mainstreamed classroom.  Currently, Monkey is slated for one of the slots!   *squee!*

Since the budget still needs to get through the school committee I think I need to write some e-mails of support…

7 thoughts on “Nothing is official but…

  • February 5, 2010 at 12:12 pm
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    That’s awesome news! When you get a chance, can you send me any information you have about it? Will it be team taught by a reg ed/spec ed teachers? In arlington, they say the kids in the separate classes have individualized integration opportunities but I don’t see that being a good model for saul. They are also doing some reverse integration at least for the ASD kindergarten class (bringing “typical” kids into the class) but I would prefer they start an integrated class before saul gets there (1-2 years) and they are open to it, budget permitting (we need to demonstrate it would save more than it would cost).

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  • February 5, 2010 at 12:58 pm
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    Once we know more details I will definitely share them. The initial proposal, which was developed by the current pre-school teachers, was for a co-teach model and a classroom assistant. I’m not sure what they’ve decided on yet, it was only confirmed yesterday afternoon that it was still an option.

    “Individualized integration opportunities” sounds very familiar! It was one of the suggestions two years ago when they wanted to change his placement to substantially separate. The problem with this approach in practice is that the language is so vague that it’s useless. It becomes what is convenient for whoever involved (teachers) and not necessarily what is needed for each child.

    Monkey is a very good imitator. He is like a sponge soaking up the words and actions around him…good or bad. I’ve never been satisfied that he would get enough exposure to age appropriate behaviors and language simply by having an art class or sharing story time once a week with a classroom of typical children who would be strangers essentially.

    I think the strongest argument that was put forth for creating this classroom was that the kids were succeeding, even excelling, in the current integrated environment. The teachers identified twelve current students who would benefit for continuing the model into kindergarten. I wonder how many of those kids would have had to make successful arguments for mainstreamed classrooms with an aide to make it cost effective?

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  • February 5, 2010 at 11:58 pm
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    Great news! So will the teacher be a special ed teacher? Just curious as I start to think about options for Quinn…though Kindergarten is over a year away.

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  • February 6, 2010 at 10:49 pm
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    The plan, as I understand it, is for there to be a special ed teacher and a general education teacher in the classroom co-teaching.

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  • February 8, 2010 at 9:59 am
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    Sounds extremely hopeful!

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  • November 5, 2010 at 12:50 am
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    That’s awesome news! When you get a chance, can you send me any information you have about it? Will it be team taught by a reg ed/spec ed teachers? In arlington, they say the kids in the separate classes have individualized integration opportunities but I don’t see that being a good model for saul. They are also doing some reverse integration at least for the ASD kindergarten class (bringing “typical” kids into the class) but I would prefer they start an integrated class before saul gets there (1-2 years) and they are open to it, budget permitting (we need to demonstrate it would save more than it would cost).

    Reply

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