Deciding the Best Placement for a Child with Autism

Abstract

Placement for children with disabilities can be an involved and time-consuming process. This thesis presents a case study detailing how decisions were made to place a student with autism in the most appropriate middle school setting. The author observed the student’s interactions with peers and adults in group and class activities and interviewed the student using Carol Grey’s Social Cues Questionnaire. Observations were also made of school visitations conducted by the student with their consultant teacher. The author argues that a school outside of the student’s school district is a better placement since it can better meet the student’s needs. The author also identified the importance of the relationship between officials from the school district and the student’s parent in building the trust necessary for best completing the placement process. Cooperation and openness in these relationships is necessary for alleviating the more stressful aspects of the process.