This is what Teacch does...it creates the environment.

They "self-contain" the students with disabilities
(sometimes similar in nature, sometimes not)and they have their own classroom. So their are few encounters to interact in a meaningful way with peers. The child doesnt learn to adapt to the real world but instead a created environment. There are probably statistics to show the effectiveness of this, but i havent seen em(actually havent looked lately). When the creator himself says that his program doesnt have the research that Lovass OR ABA has shown to let the child with autism enter the real world..... or more created environments.

The Teacch model does reccommend some DT, just not with the intensity of ABA, so its possible you could convince the teacher to use more of it. The picture schedule they incorporate as well as PECS are very good ways to structure the day, so the child learns the "real" environment with the aid of visual cues. Its all a process of repetition for them, they need more practice to learn. But they will learn to move within the "typical" environment. So if you keep their schedule constant the anxiety is lessened, so for that Teacch is effective.

Partial Inclusion has worked well for Daniel. With pull out for 1 to 1 ABA(and if they are adverse to that term DT type instruction is good). He is made to feel part of the regular class. The children accept him and strive to help him. Daniels is learning.
He spends time in art or other activity, music, pe, lunch, recess, opening and closing of each day (which is important in making him part of the class), he has small group sesions with his typical peers - 1 to 4 kids working on imitation or peer interaction games. The remainder of his day (about 3 hours) is spent with ABA instruction. A well thought out scheudle is essential.

The most important aspect of it all is if you can all work together...I know, it doesnt happen often, but it does happen so one can dream. It takes training and good planning to make it work, but it does work, and i have seen the difference in Daniel. I dont know what the difference would be had he been in a room with children of all disabilities. I know he needs intense one on one, because its working...but the interaction with his peers i think is what will enable to interact better with the "typical" world.

I would also take a look at the self contained class, just to see how much interaction they would have with peers, if the one to one instruction is partitioned off from the other children or if the room is in chaos. It might be a good program if the teacher is good. Monitor the either program you decide on, request monthly team meetings with parents and make sure they have weekly team meeting of the teacher and assistants. Request in the IEP that data be kept on key elements of the day...task completion, self help skills, aggressives, independent use of the schedule, all DT exercises, peer interaction, ect.

Daniel has now gotten so use to being home that he no longer thinks he is going to school. Sept 4 is going to be a fun day! LOL Morning of the past have him getting "cranky" if it even appeard i was about to get him ready for school...he hides his backpack, no lunchbox is safe from the trashcan, goes ballistic if i get anywhere near his shoes...now he doesnt. Wonder if that is a sign tho...as happy as he is in his own enviroment, i wonder if he will ever be happy in the "normal" world.

Good luck ! Hope all goes well!