[FEAT BC Admin]

In this discussion area, please feel free to share your experience in implementing A.B.A. programs in the school system. We would particularly like to hear from those parents who converted their school teams to A.B.A. We’d like to hear the nightmares as well as the success stories.

Any insight that can be shared by school-based special education assistants to help parents would also be very meaningful.

Topic

[David Bridges]

Yay, Nancy!

Finally a voice of reason.

For some kids, including mine, being in a classroom full of ANY kids, typical or autistic, doesn't make much sense. He needs his own classroom. Is that SEGREGATION, too? I guess it is, but it's better than the (reinforcing) chaos he would cause in said 'inclusive' scenario.

I wish folks would be more cautious about attacking other people, and other ideas, without seeing first hand the program(s) in question and evaluating it in an empirical way. After all, isn't the empirical method the basis for behaviourism and hence ABA?

Seems to be a more reasonable approach than to label with loaded words & personal attacks.

DB

[Nancy Walton]

The "Cluster" idea:

I'm thinking of the phrase "Throw the baby out with the bath water".

While I have HUGE concerns about the proposal in North Vancouver, I don’t think the evil component is “clustering”. I’d like to talk about the advantages of clustering. Please feel free to counter these advantages with logic and perhaps research, but not with attacks. Keep in mind, I am not suggesting the type of clustering that NV has in mind (notice they do not mention ABA).

Here are my thoughts:

At the moment, there is rarely more than one ABA child in any school. Many children do not have experienced aides. Without a lot of supervision (at the cost of the parent), it is difficult for the aide to become proficient in ABA. Even if the aide is very experienced, they are isolated and poorly supported. In a clustered school, you can have exactly the same environment as an isolated child in a school (same amount of inclusion), but you could have several ABA aides working with one child (they could switch children throughout the day). This is particularly advantageous for very low functioning or difficult children and very helpful when one aide is away, making less impact on any child's day. There would also be ABA aides available for breaks. A consultant could see several children in one day, overseeing the programming and training of aides (and perhaps future consultants) on a regular basis. Teachers would all be experienced with ABA children.

As a child gets older, there is more and more time spent "discussing" and "exploring" in the classroom. These activities are completely inappropriate for my child and many others. Is it better to have him "included" by having him sit there quietly during those times, or is it better to have him go off and do his own ABA programs that can teach him the same topic in a much more meaningful manner? If there was an ABA resource room in the school, my child would have a great place, with a lot of resources, to go and learn. If ABA children do all their academic programs at school, they are able to spend time after school hanging out at the rec center or having friends over.

Nothing would be different in terms of how much the child is integrated. The difference would be in the support provided to both the child and the aide and the dignity of having a great learning room to go to when not involved with classroom activities.

[Jemma Lee]

We have fought long and hard for inclusion. It is certainly refreshing to see people try to reverse all the progress we have made.

In the BC ABA Conference earlier this month, the keynote speech by Dr. Ilene Schwartz was about inclusion. We had a good laugh when Dr. Schwartz talked about people using cases of badly-implemented inclusion as excuses for segregation.

Would you like to know who is behind the segregation proposal? Surprise, surprise.

~*~*~*~*~*~*

http://communities.canada.com/vancouversun/blogs/reportcard/archive/2009/03/10/autism.aspx

North Van considers a new autism proposal

By Janet Steffenhagen 03-10-2009

The North Vancouver board of education is trying to stem declining enrolments and possibly win back students lost to neighbouring West Vancouver in recent years — some 500 at last count.

It's warming to the idea of programs of choice, and last year invited proposals. Cynthia Gerlach suggested a "choice" program for autistic children that would give them a dedicated classroom and a part-time teacher. Trustees are to discuss her proposal tonight.

In an email, Gerlach described it this way:

"Many children with autism cannot stay in a typical classroom all day and are often pulled out for various reasons. In our district when a child is pulled out of a typical classroom for intensive instruction or because of behaviours it is often to a closet, converted janitor's closet or the hallway. What I propose if that the NVSD provide a dedicated classroom, much like the Learning Assistance Centre, where children with learning disabilities get pulled out with other peers for reading instruction; however, these students go to a classroom with a trained teacher and are with like-minded peers. Often children with autism are isolated from their true peer group and though some prefer to be with only typical peers there are those that would like to have peers of their own."

The goal of the Autism Learning Environment would be to help autistic children learn the skills they need to function in a typical classroom, she said.

"Children on an adapted program would in time be able to be integrated into a typical classroom with little or no support from an SEA/ASW. In some cases, 2 – 3 children could be placed in the same grade and in this case, could share the same support person. This would help to reduce the costs to the district by having only one aide with the children. Right now most children require one-to-one supports.

"Children on a modified program would work on their own program, but would have the benefit of being with other children like them in an environment that understands and supports them. These children could attend a typical classroom for activities appropriate to the child's abilities and goals.

"The Autism Learning Environment classroom and staff would provide a safety net for children with autism when something goes awry in their school environment. This classroom would then support the child to learn how to cope at school. The classroom could also support the aides and teachers in better understanding the needs of the child so that a quicker successful re-entry back into the classroom could be achieved.

"Another key component in an Autism Learning Environment is giving the children the opportunity to learn social skills with their peers thus allowing them to have true friends with similar interests. Having peers from the same group while also learning how to socialize with typical children gives children with autism the opportunity to have friends with similar challenges and the opportunity to be friends with other children.

Gerlach said the classroom teacher would need to have a good understanding of autism and be willing to work with parents and outside professionals.

[Mike & Jean]

The following article was published in today's North Shore News. If I lived in North Vancouver, I would be extremely concerned! "Clustering" is simply another name for SEGREGATION. I would also suggest that if the North Vancouver School District is successful in this venture…others are sure to follow….and soon.

________________________________________________

NVSD approves autism learning centre
Benjamin Alldritt, North Shore News
Published: Friday, March 20, 2009
North Vancouver school district is looking to improve its teaching of those with autism.

Trustees instructed staff March 10 to develop a "learning centre for students with autism and related disorders," essentially a room dedicated to the needs of the district's 133 autistic children.

The wording of the motion was left deliberately vague to allow staff a great deal of flexibility in implementing the idea. The plan builds on the concept of clustering, where students with comparable needs are concentrated at a particular school. However, staff told trustees that there are a wide range of needs within the term "autism."

While no schools are named in the motion, the staff report did suggest that two schools, Norgate and Seymour Heights, would provide the best coverage of the district.

© North Shore News 2009

[Mike & Jean]

——————————————————————————–
By Mike & Jean (Lewis) on Thursday, February 26, 2009 – 10:42 pm:
Please see the following invitation. For those who don't know, David has provided FEAT with strategic advice for the last three years. He is also one of the founding directors of Medicare for Autism Now! If elected, he will publicly advocate for legislation amending the provincial guidelines to have autism treatment covered under Medicare. I encourage you to attend this event, regardless of where you live.

Everyone who knows him wonders what took so long….but… we’re thrilled that our friend, neighbour, former lawyer, public affairs consultant, tireless community activist, powerful advocate for the voiceless……

David Marley is finally running for public office as an Independent Candidate for election as MLA for
West Vancouver – Capilano on May 12th.

Please join us in launching his campaign:

“Vote for a Voice – It’s Time to be Heard!”

Saturday, February 28th, 2009
2:30 – 4:30 p.m.
Tamarack Room – Delbrook Recreation Centre
600 West Queens Rd.,
North Vancouver, BC

David would love to meet you. Come and find out who he is and why he wants to be your MLA. Hear speakers representing diverse groups describe how David’s expertise and commitment made a positive difference in their lives and organizations. This will be a fun and informal event! Talking and laughing are encouraged! Everyone, including children is welcome! Light refreshments will be available.

Due to space limitations and enormous interest – please RSVP •••.A.P. to vote4marley@gmail.com or call: 604-290-5737

We rely upon and respect your opinions. If you live in West Vancouver – Capilano, please click on: http://www.surveymonkey.com/s.aspx?sm=lh_2fZN5_2fBAO9qSPggA4_2fWpQ_3d_3d and complete our questionnaire. Thanks!

[Micky So]

*Mckechnie Elementary School in SW Marine Dr*

Does anyone have any insight in regards to how Mckechnie Elementary School in Vancouver views children with ASD. Also, how open they are in regards to having outside consultants visiting?

Please call me at 778-994-9400 or email me at micky.so@maxxium.com.

Thxs.

[Mike & Rachel Goetz]

Regarding funding in private schools:

We send our children to a private school in Port Coquitlam (Hope Lutheran). The arrangement we have with them right now is that our aides are self-employed and therefore charge the school on an hourly basis – the school pays our aides until the money runs out and then we pay the rest. Note that private schools now get the same amount of funding per child as the school district.

Some private schools employ the aides and give benefits etc, but our school decided that they didn't want to do this as it eats up such a lot of the funding and they prefer the money to be used for support hours. This can mean that there is less incentive for aides compared to the school district, but there are other benefits in the private system — our school is such a pleasant working environment that we've consistently been able to find highly qualified aides.

For speech paths, I would contact SHARE to see whether they know of any who will consult on a private basis.

Hope that helps!

Rachel Goetz

[A Father]

Our son is going into kindergarten soon and I am not sure how I should proceed.

1) If we want to send our son to private school (district 43 in PoCo) for kindergarten, does the school district pay for a teaching aid or does it come out of our pocket?

2) After our son reaches kindergarten age our government supplied Speech Path has said we have to go private and hire one. We were going to ask the school (that we plan to send him to for kindergarten) if they have one we can also hire. What are your recommendations here?

Trying to reduce costs where possible while keeping the quality as high as possible. Found a couple private schools that are barely affordable if we flog some stuff.

Thanks

[Julie Ng]

Hi Nick,

It’s good to hear that you are starting a year early – you’ll need it. We have been having nothing but problems trying to work with the VSB on the following issues for our child for the last few years.

Requirements
• Increased hours of support by an ABA trained SSA for our child. (We only have half time support and they will not confirm which subjects are being supported)
• Communications manual with behavioural DATA based on standard ABA practices which reflects and includes his educational and social IEP goals. (Our datasheets are too difficult for them to fill out and they will not supply an ABA trained SSA)
• Monthly IEP updates on new goals and achievements (We’ve had very little communication from the school regarding what he is doing at school)
• Telephone communication to home immediately if there are issues at school and follow up documentation on what occurred. (He’s been bullied a few times and the principal just white washes it)
• Information regarding WHO is responsible for our child’s adaptations.
• Identify adaptations and modifications.
• Allow our behaviour consultant to be able to visit school on a monthly basis with both the regular teacher and regular SSA present. (Last year every time our consultant was present everyone was sick)

Although I can’t tell you which school to visit I can tell you which one not to attend.

Avoid Tecumseh Elementary; we have had nothing but problems with our child’s support at this school and the principal just doesn’t get it. We have taken our issues to the VSB and still do not have any agreement on when our issues will be resolved.

Email me if you need more info: pangmail (AT) shaw (DOT) ca

Regards

Joachim

[Nick Allan]

Good Evening

I am looking for some help and advise. Our daughter will be entering Kindergarten in the upcoming school year 2009-2010 and we are feeling quite anxious about where we should enroll her. We have had to fight several battles already at her preschool in order to get the proper aide support for her. Infact, in September they flat out told us to go home that there would be no help for her and that they could not enroll her in the class. We fought that battle and have since received the appropriate help for her. However this whole ordeal has left us tired and frankly quite bitter.
We are willing to re-locate (anywhere in Vancouver) upon recommendation of an Elementary School that is sensitive to the needs of children on the spectrum and supportive of the gains she has been making and will continue to make in her ABA therapy.

Would anyone please be willing to share their experiences with the educational system whether it be PUBLIC or PRIVATE. Can anyone tell us of any resources we can use to make an informed and best choice of learning environment for our daughter? Which schools are more receptive to bringing in your own SEA?

Any and all information would be greatly appreciated. I would like to have my daughter start a happy and healthy school career, however my past experience tells me this will be a very difficult task to achieve.

Many thanks in advance, our e-mail address is asd1@shaw.ca

Nick

[Author]

Replies