Expert: James Michael Roan - 7/1/2005

Question
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Followup To
Question -
My son was diagnosed at 2 and for the past yr., within early intervention, he has recieved a very comprehensive approach with an aba structure. We had another diagnostic done today in hopes his great progress would influence the report so we can ask the district to continue his program rather than send him into there extended day(2hr.) program for autism in addition to their 2.5 hr. special education preschool.
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You had asked for more info on the program offered and I appreciate the interest greatly, I could use the advise. I observed the proposed program and it was a special ed preschool for children with many diferent disabilities. It is a 2.5 hr. day and I felt comfortable considering the opportunity he would have to be around other children who are speaking and social. However, they offered an extended program for only autistic children and that I was not happy with. The children seemed more severe and my main concern is that he will not flourish being surrounded by children who are worse. I hope to propose to the school to compensate for this extended day with one on one developmental therapy. Is this an unresonable request?
The program he has been in thus far is considered aba but it is realy a comprehensive approach. THe integrate other methods into the program as well such as the Miller methos, Teacch, and RDI;which is similar to floortime but semi-structured in comparison. HE has gained so much progress with this program that I hope to get the district to pay for consultations and idealy a few sessions a week. What to you think?

Answer
Hi Colleen;

Your last question is a very thorny issue. Your chances of getting your district to pay for outside services depends on multiple factors, such as district resources, a general sensitivity to intervention for children with autism, etc. The bottom line is that a district only has to provide an "appropriate" education for your child and they will most likely consider their proposed program as appropriate. Appropriate, according to the U.S. Supreme Court, does not mean "best." If your daughter is making good progress and the district won't bend, (which they often do if a lawyer contacts the special education director) then I suggest you try and supplement your daughter's outside program out-of-pocket. Early intervention is the essential issue here. It must happen now and not later.

It is a good idea for children with autism to be around developmentally-appropriate social/communication peer models. The school's offer does not appear to be too bad compared to what I have seen in the past.

Kind Regards,
James