Many parents feel strongly that their autistic child should be included in the general education classroom.  And many parents are absolutely correct: their child really can and will thrive in an inclusive setting. But in some cases -- for a variety of reasons -- inclusion is not the best choice. When a child is very young and then become more difficult as the child grows older, inclusion may also work well for a period of time. The opposite may also be true. a child who needs a specialized autism support classroom at a younger age may mature to the point where inclusion is a great option. Is inclusion the right choice for your autistic child?  Here are some questions about your child and your school district that should help you find the answers you need. What kinds of support does your school district offer to ensure success in an inclusive setting?  Your district will not provide you with a "menu" of autism support options because every child's program is developed for that child's unique needs in theory. However, the reality is that most schools have a limited list of options which might (or might not) include teacher training, inclusion support staff, resource rooms, aides, therapists and so forth.

Is school inclusion right for your autistic child

Visit the schools and ask probing questions of administrators, teachers, and other parents to find out what is really available. Teachers have a fair amount of creative license, and may use technologies or other tools to help kids with different learning styles to understand what's being taught.  In other districts, teaching is mainly lecture-style -- an approach that's very tough for many kids with autism in some districts. Some districts have flexibility regarding behavior: kids who need to get up, pace, rock, or flick their fingers are allowed to do so within reason.  Other districts are very strict about unusual behaviors - -which can make learning almost impossible for some autistic students. How well does the district work with parents?  Other parents and your own observations will quickly tell you whether the district works with or against special needs parents.  Obviously, it will be harder to work with a district that sees parents as the enemy. When students must prep for standardized tests), even the best general education classrooms rely largely on verbal instruction (particularly after grade 2. The general education classroom may be a poor match for his academic needs. In case your child really can't process spoken or written language. Your child may wind up in the same space as typical learners, but otherwise completely segregated even with an aide. Such a setting may not make sense for your child or his classmates while you may be within your legal rights to insist that a child with really severe behavioral challenges be placed in an inclusive setting. Inclusion is intended to foster positive peer relationships and increase a child's chances of doing well in a typical setting; a child who screams, hits, or otherwise upsets his classmates and teacher is unlikely to gain those benefits.