School seeking EBD classification instead of ASD

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Our 7 year old dd was diagnosed with PDD-NOS (really AS but she is deaf, and therefore had a language delay) about a year ago. We submitted the report to the school, however, they are hesitant to accept it. They don't believe she has AS and have don't their own pyschoeducational evaluation in which they have determined that she doesn't have it. She is very high-functioning. Their rating scales all had indications of social delays, autistic tendencies, etc. (which were all filled out by her teachers and us/her parents). However, they had their "autism specialists" conduct the ADOS on her and she scored a 0. They said they had never had a student get 0 before.

Their recommendation is an EBD classroom. They are discounting everything else based on the ADOS score and their "observations" (in which she was in her ideal environment, small group, 1 on 1 attention). They claim she didn't have trouble with transitions, she understood underlying humor, etc. Essentially, she knew all the right answers.

We have lots of impulsivity issues in the classroom (taking out another child's hearing aid, etc.). When these instances are addressed, she typically melts down. Then they can't get her back...so they have to call us. She laughs often during these episodes, so I think they have a hard time not seeing her behavior as being malicious.

We have an IEP/placement meeting tomorrow. They are recommending an EBD classroom. I asked about an ASD classroom and they claim it will hold her back (b/c the other kids are so low functioning). It seems we are at an impasse. It would seem logical that they would have a high functioning classroom because I know my daughter isn't the only high functioning child.

So, my questions are these:

Does anyone know what an EBD label vs. and ASD label does for a child's future? They are claiming that they need to label her something now.

Everything I've read online says not to put ASD kids in an EBD classroom. An EBD teacher went so far as to say that "they become puppets for very masterful puppeteers." That terrifies me and I have no interest in that at all (and I can really see it happening with her). Does anyone have any input on this? Experience? It seems as though once they get an EBD label, it's very difficult to get it off.

Any other input? I know I'm not the only one who's gone through this.

Sara

I'm not sure what the acronym EBD stands for. I worked once in a ED classroom (Emotionally Disabled) so would EBD stand for Emotionally and Behaviorally Disabled? If so I'd recommend switching schools before putting an autie in one of those! The one I worked in was more like a f***ing juvenile detention room than a classroom!

However instead of starting by switching schools it sounds like your daughter has a diagnosis and it's the schools job to deal with the diagnosis she has not shop around for one they like better. Threaten lawyers if necessary.

She has a diagnosis by the psychologist...but they are unwilling to accept it. She does have a hearing loss diagnosis as well. They are claiming that they need to label her something to address the behavioral issues. You are correct that EBD stands for "Emotional/Behavioral disorder."

Putting an autistic child into a EBD classroom is putting the perfect victims in with the perfect perpertators.

I don't know if this is helpful, but my son had an ED label on his IEP in order to get county mental health services. When the county decided he no longer qualified for services, I asked that the label be removed and had no problem getting that done.

In general, I think labels are less concerning than actions. Whatever labels works for what you need. If the ED label is going to result in a bad classroom placement, it's a bad label.