Statement for poor pronunciation when starting school(61 Posts)
DD aged just 4 has very poor pronunciation due to some hearing loss when she learnt all her basic sounds incorrectly, including her vowels. She also speaks quickly, loudly and in lengthy sentences so she cannot be understood. I can understand a fair amount and other children seem to cope but many adults do not.
She is age appropriate or advanced in all other areas so there are no concerns regarding her vocabulary or understanding. She knows her number and letters. Her behaviour is fantastic, she is extremely capable and independent in her life skills and her social skills are very advanced. I felt I couldnt post on the SEN boards as her difficulties seem so mild.
Grommets have hopefully corrected her hearing now and she is in a specialist nursery where she receives daily speech therapy. They are recommending starting the statementing process now ready for her starting mainstream school next September as it is such a lengthy process. Legally she does not need to start until Jan 2015 and could stay at the specialist nursery but she is keen to start in Sept 2014 with all her friends and siblings.
I am looking for experiences from parents or teachers who have experience of similar situations. What we should aim for in the statement and what we can realistically expect? Also any experiences of parents perhaps paying for private speech therapists to come into school if necessary to enhance the support.
I am not trying to offend anyone who hasn't managed to succeed as all areas of the country will be different too hopefully just give hope to some.
Yes, I expect it is easier to get a very good TA in a school where jobs are sought after.
My school has a huge recruitment problem so a L1 TA would likely be very inexperienced and possibly agency (and therefore regularly changed).
Why do mums not want to be TA/LSA in other areas? Here mums are prepared to volunteer one or two days a week for several years in the hope of eventually getting a job in the school. It is the only option that avoids any childcare for mums of children in the school. Many of the TAs / LSAs in my DCs school were teachers or had other professional roles prior to having children, they all have or had children in the school and no one ever seems to leave once appointed. I had presumed the role was equally sought after everywhere.
It certainly varies between areas. In my school of 450 children, we have only 2 Statemented children, and they both have quite extreme Autism and will shortly transfer to Special schools. And that's not for lack of trying on our part for other children with severe needs.
I used to work as an educational psychologist prior to having kids. I know of a couple of kids who had similar difficulties to your dd who received statements. From memory, the difficulties were with verbal dyspraxia and the kids didn't have any other significant issues. They were very severe cases though and were pretty much unintelligible to everyone except their parents. I hope your dd gets the support she needs.
Sorry. Should have read full thread before posting. Delighted your dd has got so much support.
Just wondering which City this is? I work in sen in a big city and there's nowhere like this. A team of SLTs and free transport for a 4 yr old not behind in other areas, unheard of. There are Splg units but they wouldn't offer free transport or the service you are you receiving. You're doing well OP, I'd go with whatever the team advise. Good luck
It certainly varies between areas. In my school of 450 children, we have only 2 Statemented children, and they both have quite extreme Autism and will shortly transfer to Special schools.
And we have 92 children in the school with 4 statemented children, three of them in my class!
Great news. Can I just suggest you get someone like an education lawyer or advocate, or SOS SEN or IPSEA, to check over the statement. It needs to be specific and detailed, otherwise you may find support disappearing and, if it's not specified, it's difficult to enforce. For instance, it may need to set out that dd has a defined amount of 1:1 therapy with a qualified SALT plus a programme set up and monitored by a SALT - some statements talk in vague terms about how the child will 'benefit' from undefined SALT programmes, which is more or less meaningless.
Thanks Icimoi I had discussed it with IPSEA and our SALT and the critical parts are very specific. They have taken the wording from the SALT and EPs recommendations. Thanks for the advice though a useful tip for anyone else applying.
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