WG - good for you for thinking outside the box. So much depends on the teacher. With the right guidance, all that motor may be like therapy for Mite. In the wrong hands, he'll feel worse about himself than ever.
I would certianly go visit and get Mite to have a visit. See if the kids are learning baby things. I also didn't explore the Montessori route for two reasons - 1) people who have "a philosophy" about child development are likely to view my child through their filters, and miss him entirely. 2) all that work with manipulatives would have driven him to deep frustration, I think.
Guess what? I think that I was wrong. Each school is unique, and each teacher is unique also. There are some people who follow this philosophy and are well aware of our asynchronous kids and do well with them. Some teachers don't insist on use of the manipulatives with kids who "get it" conceptually, it was only ever meant as a tool. And the multiage classroom, with an enphasis on responsibility for one's work has some advantages for kids who want to go at their own speed.
I think that Programs that go up to 8th grade might in general be less "babyish" than progams that focus only on preschool.
Basically look to see how they feel about kids with special needs, about keyboarding in the classroom, etc. See if the teacher's face sprivels up when you mention his situation. Show her some samples of his handwritten work v. typed work. Watch her face and body language. There should also be a special ed person for you to talk to. Mite has some "on paper" diagnosises - it would be good if they could demonstrate that they know what the implications of this lables are.
I hope this, or something, works out for you...
Trin
