Here some suggested organisations that offer expert advice on SN.
6.6 year old year 1 national curriculum level p7(43 Posts)
HI, my son is currently working at level p7 for reading and and writing, I am wondering if anyone knows how far behind he is based on this. He has an IEP that focuses on reading, he still struggles to read words such as cat and sit and tends to sound them out correctly but then say them backwards, for example cat is tac.
DS has a phonological speech disorder and sensory processing difficulties and we are awaiting results of ADOS.
He has also just had a movement ABC test and he is on the 9th percentile, and his visual integration is well below average. I am wondering if any of his difficulties could be causing the literacy problems or whether i should be looking into dyslexia or is it a bit too early for that?
I'm going to go look at all those links now.
Just come back from appointment with CAMHS, who say that it isn't autism that he has its adhd, they want to give him medication, is the medication helpful though? I think I need to look into the side effects before the next appointment. Oh dear, I have been looking into the wrong disorder it seems.
We are in a virtually identical situation too. Very interesting reading.
DS dx High functioning ASD DOB Aug 2006 so just made it into year 2. Averaging p7 to p8 across all subjects. So technically our son is doing worse than yours being in year 1. Still the LEA argue that he is making good progress.
Like somebody said though, it is very rarely, that just the academic side makes it through the statementing process.
So we are taking, the angle, at the moment, for tribunal - date July 2013, that:
His triad of impairments are being neglected, as they have not been monitoring them, the strategies to help him have hardly changed over three years and the descriptors of progress are not transparent.
They have to be making "adequate progress" SEN Cop para 5.42 in ALL their areas of need not just academic, so this includes SALT of which there is a P scale as well as social interaction and rigidity of thinking.
I am working on the Autism Advisory service to give me clear progress quantifiable values for social interaction and rigidity of thinking. If anybody knows what they may be, please do share.
Hope this helps your situation.
bumping for you - the CASPA might be worth checking out for people who want to do data tracking?
Our Local Authority uses CASPA (Comparison and Analysis of Special Pupil Attainment), which is along the same lines as PIVATS. You can also get a CASPA-PIVAT conversion table.
CASPA can be downloaded in an evaluative form Here. The only restriction is on import/export of data.
The help files gives some nice examples of sub-level descriptors.
I think it does make a difference. One teacher at special school told me that sometimes pupils come in from MS with incredibly low p-levels, and by using CASPA and sub-levels, the teachers can demonstrate that actually, they are achieving more than it seems, even if the profile is spikey and the overall picture would be flattened by the peaks and troughs cancelling each other out.
Some of the jumps are huge though, aren't they?
From a comprehension perspective I mean.
Took ds a long time to get from a level 2 to a 3 for example.
Like Bochead's son, DS2, who is a couple of months older than yours, so in year 2, is being assessed on PIVATS. He's only really anywhere up the p scales in maths and even then, the jumps are simply too big for him.
Oh, and my son was scoring low level 1s in year 3 so I know how upsetting and worrying it is.
He is now in year 5 and getting high 3s and 4s
As bochead says, it's all about getting the right intervention for your child and as early as possible.
Check out the tinsley house support thread.
You could also look at engagingeyes.co.uk to help your sons visual problems.
It's very hard when your child is obv bright but not progressing
I've just copied and pasted it all just in case it might help anyone.
Links to useful websites:
SEN code of practice
SEN a guide for parents and carers
How to appeal against a SEN decision
Home to school travel and transport guidance
www.ipsea.org.uk/Apps/Content/html/?fid=89 (has lots of information including template letters). They also have a helpline but you can also book a telephone appointment online for them to ring you www.ipsea.org.uk/How-we-can-help/Advice-Line-Call-Back-Service.aspx
Details of the NAS education rights line:
An example statement of SEN
More info about checking a statement including the weasel words you dont want in it!
How to get a copy of your child's school records.
Might be useful for anyone wanting to know how to gather their own evidence to prove their child needs a statement.
Social Care and Benefits
A really good guide to completing a DLA form
This is the current statutory guidance for local authority childrens services, setting out the representations and complaints procedures that they should use.
The local authority ombudsman
The cerebra site has lots of useful information for families with a child with a disability
They offer grants for equipment, therapy etc. This includes speech and language therapy. All children on the spectrum have some difficulties with speech and/or language as it also covers social skills and none verbal communication amongst other things. www.cerebra.org.uk/English/gethelp/grants/Pages/whatcanIapplyfor.aspx
The Family Fund also offer grants to families with a child with a disability.
Contact a family have a variety of useful information sheets about numerous things including health, social care, education and benefits.
Ambitious about autism have a variety of information as well
Disabled Children: A Legal Handbook is available to read for free here
Same here, happy to reimburse any cost you incur.
someoneoutthere- PIVATS is the NC levels - just broken down further beyond the standard level 1a, 1b, 1c.
my Mum is contacting the people wot make it just in case wot the school give me is too "parent friendly" iykwim. between us we should come up with the goods ; ) There should be a professional guidance book in existence somewhere.
'I've asked the school Star and will be happy to pass it on to you, (hopefully on Friday). I'm hoping that I can use them as a guide for academic stuff at home now in the same way I did the VBMAPP for social stuff back in the day.'
That's exactly it Boch. More than happy to reiburse any photocopying or postage costs, plus time if it can't be passed on electronically.
I might also contact the people wot make it and see if they have any process for issuing to non-schools. I know that these organisations can be a bit funny about parents!
There's some info on pivats here in case it helps
Justpondering I'll try to copy and paste the links when I get to my PC as may be useful for others as well x
I will send you my email address if you say yes.
Bochead, could I also have a copy of the PIVATS? Just want to see where DS 7 is, as he is definitely not on NC levels.
Just pondering, I have a dd 14 who was diagnosed ASD last year and now has a statement and attends special school for non academic reasons. Academically she is in front. She attended the same primary school and was completely missed. The lust if difficulties she has is growing by the day and the special school are not meeting her needs. I am about to take on the battle for pushing for an ASD specialist school.
I knew nothing of statements etc until about 2 years ago and I'm determined my DS won't miss out on early intervention like my dd did. Academics make up only one part of the reasons for a statement. If you let me have your email address I'll email you a document of useful links I created for some family rights information sessions I was part of recently,
I learned lots from searching old posts on here. Some of the people on here are so knowledgeable it's amazing.
I've asked the school Star and will be happy to pass it on to you, (hopefully on Friday). I'm hoping that I can use them as a guide for academic stuff at home now in the same way I did the VBMAPP for social stuff back in the day.
OP I've met one too many parents of teens who bitterly regret not applying for a statement themselves in a timely manner. Contrary to popular belief, many schools only apply for statements for the violent chair throwers - if your child doesn't come into this category they may well be overlooked. It's very, very unjust but often only the children of parents who are prepared to fight hard for provision get anywhere near close to an adequate education.
It takes 5 mins to use one of the model letters provided on the IPSEA website + the cost of a recorded delivery stamp yet could potentially change your child's whole future. Do it as you really have nothing to lose.
Both children are in the same primary.
sazale that could quite well be the case with this school, they are in a disadvantaged area and are very low down the league tables, might not be the case of course but you never know.
My 11 year old is having problems in school, with behaviour and rudeness they have just referred him to CAMHS as they
think he has aspergers, yet they haven't put him on school action despite him having multiple detentions per week. It may be because academically he is doing great though, he is currently working at level 6.
I will try for a statement tomorrow I think, do I need to inform school and what information will I need, do I need his level for numeracy too?
Boch, can parents get hold of those PIVATS?
I know school would never support one especially since he is quiet and well behaved. Even the EP said to us (to excuse the SENCO delaying referring to her) that the SENCO does have her hands full as the school has numerous challenging pupils and ofsted breathing down the schools neck!!
Well school said he is OK with his maths strangely, he can add numbers with his fingers up to ten but struggles with number bonds. I don't actually know what is expected in year 1 though.
They said he is confident and enthusiastic apart from he is losing confidence in reading. They have problems with him taking turns, sitting still and not blurtng the answers out in class. And he is too loud and interrupts. But they are implementing the sand timers to help him see when he has to wait. The teacher seems to think he is fine but I disagree based on the evidence of his difficulty in learning.
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