Inclusion

Is inclusion always really the LRE?

I was recently asked to take a special assignment in my district. I am helping to transition a new 3rd grade student from out of state into his new classroom. His qualifiying condition is Autism and is quite verbal and social. He does math at grade level, decodes on a 2nd grade level, and comprehends at a 1st grade level. He receives RSP services for 25% of the day. He came to us with a 12 page behavior support plan that is the most involved I have ever seen. For every 15 minutes that he is on task, he gets a "green light" and earns a 3 minute break which consists of a playing a game with a teacher. He gets to watch a video after recess and lunch for 10 minutes if he behaves on the playground. If he gets more than 50% green lights, he earns a "big reward" before lunch and at the end of the day. After a week with this kid, I feel like the entire day is a big game of Chutes and Ladders with 5 minutes of instruction squeezed in here and there.

Problem behaviors are said to include hitting, inappropriate comments, and being off task, but they are rarely seen because he is always happy earning his games. I have been told that we will follow this plan until the IEP at the end of the month. The parents want to keep this placement because they feel it is LRE. If his old school was so successful at inclusion, why is he getting 3 minute break every 15 minutes? This plan has been in place for over a year and there is no provision for fading this reward system.

Does this kid really have access to the general ed curriculum with this type of programming? I don't think so.