DD1 has significant emotional/behavioural/ mental health issues caused by my complete inability to see the terrible effect that living with domestic violence was having on her and then by her, and her sisters, being totally done over by the family court and returned to regular contact with her father after an amazing 12 month of recovery when children's services helped us leave.
DD1 has had an SEN registration for emotional/behavioural and mental health issues for four years now and each school year we set off with a complete disaster of a few weeks when it's pretty clear that the new teacher hasn't even bothered to read her IEP or any of the reports from the previous year and is instead working in the basis of 'getting to know her' and finding out for themselves. As the year goes on the teachers become experts in helping and supporting her and by Easter I'm learning new things from them which is great for me and shows that they care. we all sit down after may half term and write a really detailed handover document, concluding that this year it's going to be done properly and without the distress and yet the next year I find myself in the very same position three weeks into term and wondering why I keep trying to be nice rather than going in shouting and screaming!
Dd1 needs to know that she can escape (the more she knows she can escape the less she needs to do it), her IEP is clear that she should sit right by the door but her new teacher has sat her right next the the teacher's desk as far from the door as you can get with every child between her and the door. Cue panic and disaster.
DD1 has an issues with mistrust of men, she had a male teacher a few years ago who was awesome and worked wonders on improving this by being careful yet consistent around her. This year she has a male TA who insists on standing by the door or on standing behind her when she's trying to work. I know this because he told me in our meeting today and has promised to stop now I've spoken to him but it's in her IEP so he should have already known.
DD1 has dyspraxia and struggles physically with writing and she finds it very mentally tiring she also struggles to retain instructions so her presentation isn't great as she doesn't get numbers in the margin or dates on the right lines. These issues, and the fact that she should receive only compliments for whatever work she manages in the first two weeks, are documented on her IEP but on her first day I had her home in tears because despite having written four pages in English and two pages in maths she'd been told off for where she put the numbers when she was copying out the ten new class rules!
There are more but I bore myself never mind you ;-)
So here we are three weeks into term and it's all a complete mess, Dd1 is hardly sleeping, she's crying a lot, I'm having to drag her to school and I could cry(and as you can tell from the time I'm not sleeping well for thinking about it all)
So AIBU to think that a school should be able to transfer SEN knowledge from one year to the next without distressing an already delicate little girl or is it normal for each year to start like this?
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AIBU?
To be fed up of restarting every year!
8 replies
freemanbatch · 24/09/2016 00:09
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