My son, who has a diagnosis of Asperger's Syndrome, returned to a school environment last September and has been thriving in his new school. It is also a very small school, which we chose because it had a very caring ethos and has an environment which is low on sensory stimuli (people with ASDs can quickly be overwhelmed in environments which are visually "busy", noisy or crowded. ) Our school prioritises book-learning over a multi-technology approach. It also promotes individual learning, within a class, over pair/group learning activities, i.e. it takes a more traditional educational approach.
If asked to state the goals of the Son-Rise Program, I would say the ultimate aim was for the child to discover his/her own motivation for forming meaningful relationships with others, by discovering that people are fun and interesting to be with, and then for him/her to gain the social and communication skills to achieve happy and successful relationships.
The Son-Rise Program is a one-to-one intensive programe designed to help children on the Autistic Spectrum to develop the social and communication skills they lack, with the ultimate aim of enabling them to integrate fully and successfully into wider society, if they are able to achieve this, or at least to progress on this route as far as they are able.
Every child is different. With the information you give, it is difficult to know what the expectations are, from both the school and the parents' points of view. If the aim is to set up a Son-Rise program within school, you would need a suitably adapted playroom and one-to-one staffing by adults trained to work in a Son-Rise way, with a programme leader. If, on the other hand, the child has now progressed so far with his programme that he is ready to be re-integrated to normal school, then the parents are likely to be the best resource in determining how to achieve this.
The latter was our situation and we have had a wonderfully understanding school staff to work with. Our child began by attending school just 2 half days a week (he had been out of school for 2 years, so we wanted to give him plenty of time to adjust), gradually building up to full-time as we felt he was ready. We liaised regularly with his class teacher to ensure that he was not exhibiting signs of stress in school, and monitored his stress levels at home to inform our decisions.
We now have a child who is excited and enthusiastic about going to school, and comes out smiling at the end of most days. He is attending full-time and insisted on going to a 3-night school camp a few weeks ago, where he has a wonderful time, fully participating in everything on offer.
It's wonderful to know that there are teachers out there willing to give our children a fresh chance, with patience and understanding. I wish you every success.