I appreciate the media keeping the issues of special needs children before the public, particularly where the needs are not so obvious.  Although autism does rightly command attention, it would be nice if the media would also highlight the issues, challenges and the very difficult task parents face of navigating through the school system faced by parents of children with just as mysterious a neurological disorder, adhd.

ADHD is widely misunderstood as "hyperactivity" when there are so many more serious symptons caused by this neurologically based condition.  Additionally, where autism affects approximately 1 in 160, adhd affects statistically approximately 1 to 2 in 20 children.  The majority of school classrooms have at least one child and often at least 2 children with adhd, and it would not suprise me if your class of 2020 did not have at least 1 child and perhaps 2 with the disorder.

Because the children are still a bit young (the class of 2020), diagnosis may not have been made yet.  My oldest son was 8 when the diagnosis was finally made after years of false diagnoses of everything from hearing disorders, etc.  Good report, parents, but more importantly children need as much understanding as is possible.

Where do you obtain more information about this school/program?  Is this type of education available in all states?  in Pennsylvania?  

I am wondering if any other parents of a kindergartener became concerned when this feature aired today about mainstreaming (which was presented as thought it's a new idea, by the way...).  I am the mother of a Kindergartener who also loves to read, loves the dictionary, enjoys school and his friends, who has also head-butted us as a three year old, and from time to time has tantrums.... I wish the show had gone into detail as to Kieran's symptoms for which he is on a specialized diet that is helping said symptoms. More detail as to Kieran's history with autism (symptoms, diagnosis, etc.) will alleviate the risk of parents like me from wondering if (a) my child is autistic and/or (b) Kieran may have been diagnosed when perhaps he shouldn't have.  I don't necessarily believe either to be the case, but more information would solidify that for me... and perhaps for others.

Your report on the mainstreaming of autistic children was somewhat misleading. Even though you briefly note at the end of the piece that all autistic children are not good candidates, you fail to note what percentage of these children would in fact benefit from this kind of approach. The number of autistic children who can thrive in a mainstream environment is distinctly in the minority.  

Autism is a spectrum disorder and to make such a broad statement about the benefits of mainstreaming is a touch irresponsible. Kieran, the subject of your piece, was not diagnosed as autistic until he was four years old. This indicates to me that he is mildly autistic at best. Given his less serious condition, it is not surprising that he would do well.

You correctly noted that success in these endeavors requires a "team effort". You seemed, however, to gloss over the fact that Kieran's parents obviously had the financial wherewith-all to allow the mother to leave her job and instead work as a yard parent. This is clearly not something most parents in this situation could consider.

My chief concern is that the pressure to mainstream your special needs child is frequently a beard for budgetary considerations. Your report risks diminishing the need for special education funding by suggesting that mainstreaming is the more responsible and effective course. The "push" towards mainstreaming is a step away from full funding of special needs classrooms, which is constantly at risk.

Additionally, your piece seems to advocate for this unsupported "dietary" treatment. This theory has no scientific basis in fact. While diet is important for any emotionally challenged child, there has never been a scientific connection established between gluten and autism. As parents of autistic children we often feel unempowered and these specious theories simply feed our need to achieve some measure of control. In my experience the better course includes behavior and physical therapies (which you noted that Kieran also receives). These likely have much more to do with his social and functional successes.

I am gratified that more attention is being paid to these children. But it is very important to tell the most complete story possible. My wife and I have taken care of our autistic daughter for the past nineteen years. As she entered the middle and senior high school programs we discovered that many of her early successes were at risk because of the pressure towards "inclusion" (mainstreaming). The difference between an elementary school and a high school environment can be like night and day. As our daughter entered high school, we began to face new and much more challenging issues. Mainstreaming would only have exacerbated these conditions. Another of my concerns here is that by advocating for inclusion in the early years, we put our children at risk as they begin to age out of the system, instead of putting in place reasonable and effective programs to support them as they enter the world at large.

While I am gratified that Kieran is doing well, my first job as a caregiver is to advocate for my daughter (and children like her). My wife and I are nearing the far side of the education system, but many parents out there are just beginning to enter this very intimidating world. They deserve the best information available in order to make informed and realistic choices for their children. I think your report would have benefitted from some more careful language and by some fact checking. Autism is a big word, and it is a word that we are only just beginning to define.

Kieran's story is remarkably similar to that of my son's.  Both boys are 6, both are mainstreamed in kindergarten and both are extremely intelligent.  Not to knock the producer/and reporter for presenting it as if mainstreaming was a new thing -- but yes, it did come across that way.

I think the thing to remember is that each state is different, each school district is different -- but if more principals and special education teachers and general education teachers take up this philosophy that kids should be included as much as possible, things will change for the better.

We moved from Florida to Texas -- where we were told inclusion (or mainstreaming really, it's basically the same term) was practiced more regularly.  We have found this to be true.  As an example, there are TWO kinder "inclusion" classes at my son's school here in San Antonio that are comprised of 21 children each.  In Tony's class, three children (including him) have an IEP (for those who don't know what that means -- an "Individual Education Plan").  The other two children in his class who have one have totally different issues -- one has Down Syndrome and the other has a speech delay.  In Florida, at least where we were in Broward County, it was such huge news that Tony would be mainstreamed for kinder (he is very high-functioning like Kieran, but unlike Kieran -- Tony has NEVER had any tantrums or meltdowns).  So can you imagine then that a kid with Down Syndrome would get to be mainstreamed in FL?  Not a chance.  It was shocking to me that here in Texas they really are trying to make it work (AS THEY SHOULD ANYWHERE AND EVERYWHERE).

I have had discussions with so many parents back in FL who didn't feel that every kid should be mainstreamed, but to that -- I disagree.  I think the schools should do whatever it takes for kids with disabilities to be in "regular" classrooms with kids their age.  In Broward County, FL -- if you don't get into regular kindergarten (which they call "supported K" because they'll have an aide in the class to help your kid) -- then you get put in a "Autism cluster" (which means your child could be in a small classroom -- many times in a portable or in a tiny closet-sized classroom) and mainstreamed for "lunch and specials"... what a joke.  I think schools need to take up mainstreaming across the board (and as the previous parent mentioned -- it's not a new idea, but I think because so few schools make the effort to do it, it does appear as if it's new).

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