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Desperatly need ideas - meeting SENCo and teacher on Monday.

(5 Posts)
youarewinning Sat 21-Sep-13 10:07:16

DS (9) history off anxiousness, poor social communication and poor working memory. Behaviour towards others deteriorated as he's got older.

Camhs have referred for assessment for an ASD or SCD.

I'm also doing headbanging with English and DS!
I'm meeting with school Monday to review his IEP. To give you a clue DS is approx. 2 school years ahead in maths and ICT, average for other subjects, year behind in reading (for comphrhension) and 2 years behind for literacy. So effectively 4 school years difference in the 2 core subjects!

I'm looking at hand function exercises and he's had previous interventions on phonics etc but he can actually do them all - until he has to write a paragraph. Then his handwriting, spelling all goes out the window. Teacher has mentioned use of ICT.

We have been referred to SALT so they may be able to shed some light on the communication side of things once we've actually had an appointment!

Any ideas on what strategies to use to help a child who has an ASD to understand and make progress in literacy? I know it'll probably be something he always struggles with but I'd like him to at least be achieving an expected level to get a C in GCSE when the time comes. (or whatever exams they do!)

troutsprout Sun 22-Sep-13 00:00:19

I've been thinking about your post for a bit... Trying to think of the thing that helped ds the most.
At a review meeting in year 8 when we discussing English , I remember the senco talking about lying... And that " it was "ok to lie in English". I remember thinking " how odd" a the time, but actually it was something we came back to a lot over the following years. That and the art of " padding" or " talking crap " (as it became known in our house)
English became a subject that we treated as if we were aliens looking in.
Ds had particular problems beginning work and writing more than say 2 or 3 (factual) lines.
They worked on providing a framework on paper that he wrote in. Titles would be already there . He made bullet points first ... Then expanded bullet points.
Ds's handwriting not too bad now but was dreadful when younger. I think his handwriting only improved as he matured a little bit and became more aware if a potential audience.... Coz you have to imagine someone else reading your words to know if it's bad I think.? ( just my thoughts)
Spelling still v bad but still improving.
One of ds's friends was removed from lessons and taught to touch type. He was given a laptop for work. Thus made a huge difference for him... Have you thought if this?

youarewinning Sun 22-Sep-13 08:22:57

yeah though of using a netbook or something. He doesn't have a statement so can't get one provided that way but have applied for DLA so if successful can purchase what he needs. Would I need an ed psych input to write a report that DS can use a laptop instead of writing?

Love the 'lying' bit. Might be a struggle having taught DS its not OK to lie!

I've pointed out I think DS doesn't write well because he doesn't understand communication and an audience reading his work. I think it's a big part of getting DS to understand others aren't in his head and don't know what he's thinking and that he needs to explain it using words. I'm going to suggest going back to basics with him. So he has to just write a few sentences but they have to be good and explicable instead of a whole page of garbled crap, spelt incorrectly that's illegible and only really touches on the point!

Bullet points definatly is something we can look into - so he plans he work to start with and then has to develop 1 or 2 bullet points into sentences and increase the amount he does write over time. He's a slow writer and I hate the fact that he loses so much of the content trying to write faster.

At least we seem to have moved on from him needing a dot on his page to show him how much he needs to write in a lesson before he can even start! We had a whole issue of him finding writing to time stressful and it prevented him from starting as he couldn't see the end iyswim?

Thankyou for all your thoughts. I'll be trying them all as I know it worked wonders for your DS and he did brilliantly in his GCSE English. grin

troutsprout Mon 23-Sep-13 11:29:09

A few Children at my dd's primary school ( year 6) work on tablets because of writing / literacy problems. I know for certain that one ( a friend's child) has no dx/ statement/ ed psych input. This has only happened in yr 6 though... I don't know if they were holding off hoping writing/ speed / ability to get words on paper, would improve.
The issue of not starting because he can't see the end resonates a lot with me. Ds sometimes wouldn't start until he had the whole thing worked out. I think chunking works really well for this. Also starting at the end?- we did this a few times. "What do you want to happen at the end of the adventure ?" Lol- Sheets of paper all over that place but it got over that blank page thing sometimes when he'd been staring at it for 40 mins!!! :-)
If I'm honest ... Secondary school literacy was much better at trying out different techniques . The work seems more naturally 'chunked' and structured anyway.

youarewinning Mon 23-Sep-13 17:57:08

Well meeting was amazing and new SENCo is fantastic and DS teacher really clued up and understanding. (can't you tell I'm happy?!)

SENCo going on a therapeutic story writing course in November and then setting it up in school and DS is first on the list to attend the 10 week intervention - and even better the Ed pyschs will be there as it's the first group doing it. Also suggested the use of visual aids for writing - so a picture or pictures to help him write so he doesn't have to imagine so much- which his teacher did mention he really really cannot imagine what someone is thinking or feeling! She even agreed that a local secondary that's become an academy would be ideal for him to attend as they are specialists in maths and ICT (his strengths and he's ahead in these subjects) but they have a fab SEN support. She said when I've decided where I want him to go she will help me apply and if needs be write a report as an application under psychological needs.

His teacher had me in hysterics about him not being able to start something until he's completed whats on his mind. He said if he wants to tell him something he has to let him or he just cannot get on - he said he reackoned he'd sit there for a whole lesson doing nothing if he couldn't say what was needed!

I'm definatly going to try the whats the ending approach - with him needing to see an ending this may help him start!

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