Sorry you are a public school asking I had a lot to say and missed that part. Lol , I still know it is not ours, but be flexible we have to be to be good parents and you have our children longer in the day then we do. Remember most pf them have bad sleeping patterns that are not always managed. This is just how they are. So you will only be hitting your self when it come to not giving them enough flexibility. They need safe quiet room not a where they can be watched and scream if they need to. Other wise you may send off a Chain reaction. Not in the principals office close by there room. Some need longer than 30 min therapy that's a waist of time. Some need more one on one. Get the help in there one way or another. It is not safe to have the children under supervised. It asked our eyes as parents 24/7 . That's why we can't keep friends and family as you may have read in some of the post. They are high demand but they deserve a chance also.

Tammynalborczyk, you nailed it.!!! I pulled my child from the public school system because they wanted to mainstream him before he even hit kindergarten. I felt this was way to much for him to handle. He doesn't know how to even handle his own high demand sensory issues or how to even begin to control a melt down. I choose private school, come to find out some use restraints on kindergarteners. This is unxceptable to me , why not have a safe room where you can calm them in the way the parent is agreeable with. I could understand if a child was bigger than the staff and could harm them but a 5 yr old?! These children need and take a.lot of time. Yes some could be mainstreamed , but first off please listen to the parents and stop the political bull in the school system then you might get somewhere. In the public school system our children are only numbers to administration. It all about the $ if it wasn't we wouldn't have to fight for what our children need and what they are required to recieve under the disability act. I find the administration along with the school physiologist think they know more than the childs own psychologist and their decisions are only based on what they have in the budget, not the childs needs. So as an administrator, not knowing if it is private or public school, please listen to the parents they know their child best stop second guessing them. Go with what they ask , if the child excels then have a conference and show them what he or she is able to do and why you feel a step up would be good. Nothing should be written in stone these childrens days are different each and everyday. We could have a good week , but the following week you better hold on to your boot straps. So open up your mind and listen is my best suggestion. Wish you where an administrator in pasco, Fl, but i know they would never step out of their box and ask such a question.

Seahawks21 comment would be nice if it was true. In all aspects. What happens to the child that has a melt down and front of the 24 other students and the 1 teacher is unable to control the situation. Because it take more than one person to stop the out burst. What happens to the social needs when this child re-enters the class room and is made fun of. What happens when this child Starts to fall behind or can't sit through the lesson plan. How and the heck is 1 teacher going to meet 25 students needs and the extra need of the 3 autistic children that may be in her class. Most of our children need constant guidance and placing another student with themnthem to guide is not the answer. Give them all paras if you plan on doing this. It is an unfair set up to those whom need an conclusion class room. It's all about he might dollar and not the childs actual needs. No public schools are not prepared to do this. They just want you to believe they are because they don't have the funds to pay for the disablabled students the way they should. That is the bottom line.

Great article kind of about the subject, a little long, I know.

https://theestablishment.co/the-battle-for-the-...

" “A 50:50 ratio isn’t inclusion,” she says. “Creating an autistic school and then filling it with neurotypical students to meet an inclusion goal is reverse inclusion.”
Autistics comprise between 1 and 2% of the population in the United States. Based on that prevalence rate, a typical elementary school classroom of 25 children would have only about one-quarter to one-half of an autistic child (for safety’s sake, we’ll round that up to one). Bascom describes an inclusive educational environment very differently from APL’s focus on ratios. “A truly inclusive classroom is where students with and without disabilities are learning the same content at the same time, with the supports all students need to be successful,” she says.
What that could look like in practice is simple. Imagine another fourth grade class learning about the Alamo in a public school general education setting. Most children are reading books about the Alamo that were selected to coincide with their individual reading levels, but one child with Down syndrome who can’t read yet is listening to the book on tape. The teacher is working with a small group of students on a project, and most children speak their comments and questions; however, one non-verbal child is using an iPad to type their responses, while another child who isn’t able to speak or use an iPad points to the correct answer instead. In Bascom’s example of inclusion, there is no need for a specific autism-based program, because the school system itself has become supportive of all students and their individual needs."

I live in Wilmington NC and my son David is 13 going into the 8th they have a EC class but they don't have really nothing there no services​ at at all and the way they treat him it's not right I called the school broad and nothing was done they need better teachers​ and better school broad