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Re your questions: 2. (answer that one first)- You can ask if there are any people who work evenings, but I would not demand it. If it's there and available, certainly take advantage of it. 1. A 1:1 aide or something, the location shouldn't matter. But you will have mindsets and biased thinking to overcome. honestly, if you're putting a 1:1 aide in an IEP, what difference does it make where that aide/para goes? But the traditional bias will be "only in the school building." You can get it added, but it will be a journey. The process will be the same (see link below) ANother thought--can you private pay someone to do this? Even if for only a few hours a day, that might be a way to lessen the burden, and start to collect data that your child does better with this accommodation. https://adayinourshoes.com/one-on-one-aide-paraprofessional-iep-special-education/

I remember my oldest son's very first IEP meeting. We were transitioning from early intervention services to Early Childhood Special Education. We got to the meeting and the OT was absent. She hadn't informed us she wasn't going to be there. My husband and I had both taken off of work for this meeting and there were quite a few team members in the room with us. We were told our only options were to excuse her or reschedule the meeting. I had been working in higher education disability services for years, but didn't know much about K-12 laws or procedures at that time so we chose to proceed without her. I may have made the same choice today, rather than having to reschedule the entire meeting, but I have a lot more information at my disposal to make that decision today. Ask yourself, what is the value of having that person there? Do they know your child or are they only attending because they are legally obligated to be there? Are you able to talk to that person before the meeting and get their input and/or ask questions? Will that person be responsible for implementing any part of the IEP? In your particular case, what are your thoughts on "the student is not and will not be participating in the general education environment?" Obviously, if you are seeking general education inclusion of your child in any capacity then it might be prudent for the general education teacher to be there. If you believe your child's needs will be completely supported by special education teachers and staff then the general education teacher may not be as important. However, remember that the school can send any general education teacher. In my son's case, he's in a self contained special education classroom but he still has general education teachers for classes like music, art and gym class. Often, the general ed teacher in our meetings has been one of those specials teachers that know him and can make suggestions to accommodations, services, etc. that he has needed for support.

You can absolutely ask for a Manifestation Determination hearing after any suspension and there's many benefits to doing so. However, the school will likely try to put you off until the child has a number of suspensions. Here are some great resources that can better answer your questions. https://adayinourshoes.com/manifestation-determination-hearing/

Preschool services are covered under Part B of the Individuals with Disabilities Education Act (IDEA). Which means that the child must be found eligible for services under one of the 13 eligibility categories. (In Arizona, there are 14 categories). Once they are found eligible, services, goals, programs and placement should be determined by the IEP team, of which the parent is a member, and should be based on the needs of the child. I would ask what they mean by "preschool services are limited." I would also look at what evaluations were done and if there are others that should be requested. Lisa has a really great resource on her site that I use often to determine which evaluations to ask for. It's called "IEP Evaluation Components" and is down toward the bottom of this page https://adayinourshoes.com/sample-letter-requesting-iep-evaluation/. (It's 3 pages long so make sure you arrow over to see all of it). Remember, you get data to determine needs. Needs determine services and placement. To respond to your other statement about feeling alone in your decision to stop preschool services, this is really very common among friends I have with autistic children. I know many, many that decided to do ABA until the mandatory school age. My son was 6 when he received his Autism diagnosis and had already been in a full time school program at that point. We chose to do half days of ABA and school though for three years (K-2) and it was amazing the amount of progress my son made with the combination of both. You do what you think is best with the information you have.