There weren't other high schools we could send her to, and she didn't have time for this one to have a complete transformation. Instead of pull-outs', I'd encourage you to think about an approach that brings the specialists into the regular classroom, and incorporates the work they do into what's actually going on with the rest of the kids. This way, communication learning occurs in context. This way, she doesn't become a mystery to the teachers and the other kids, and the specific support she needs doesn't become a mystery to the teachers and the other kids. They can be included as participants in what's going on with her, just as she's included in everything that's going on in the classroom.
Communication occurs in the context of companionship.
It's an interchange , not an isolated skill. The other kids in the classroom should be her communication partners. There is literally no part of the kindergarten environment, or kindergarten activity, that she can't or shouldn't be included in. The trick all the way through is a willingness to figure out, minute by minute, how to include her in what's going on. The specialist activity should be geared towards doing this, not pulling her out.