ASD Provision(10 Posts)
Can anyone tell me anything about provision for ASD children in high schools in the Stirling area? My son has Asperger's and I have heard there is an ASD provision at St Modan's High School. Do the children spend most of their time in the provision or are they able to integrate with the other high school children? Does anyone have any experience of sending a child who is on the high functioning end of the spectrum to the St Modan's provision?
I don't have direct experience, but I know a family that initially decided against going to St Monans with their son and instead sent him to the catchment as they'd promised that they could support him there. They didn't. Family then moved the child to St Modans and he was far happier and is doing really well. He's 4th year now. It's not people I see regularly that I'd feel comfortable to go and ask, but that was the news last time I bumped into them. They certainly don't regret moving him. It would be worth speaking to the school. They also do enhanced induction which begins in p6 I think.
Thanks. That's useful to know. We have a similar dilemma of whether to go to the catchment school (Dunblane High) or not.
My boys go to Dunblane High. Eldest is borderline aspergers. He's doing well but I haven't found the pupil support to be proactive tbh. But then he doesn't have a diagnosis. The school I mentioned in my earlier post wasn't Dunblane. Message me if you think I can help further.
I don't have ASD DC but my I teach in the same local authority so have friends who work in St Modan's Autism Provision. Where pupils are taught and where they socialise is a very much driven by the individual's needs. Some young people are in all the same classes as their peers but supported by specialist staff. Other learners will access the curriculum within the base as that is where they feel safe. Some pupils work with an SLA in the flexible learning areas within the faculties . And it can be combination depending on the young person and their (changing) wishes.
Thanks Lidlfix. I'm wondering now to what extent other high schools are able to offer opportunities to work in flexible learning areas with SLA support or if they can't really do that level of support.
Do you know what level of stage intervention your DC is on at present? If 3 there should be an onus on the school to provide significant support. If it's 2 I fear that 3 and above would be targeted over your DC.
Is your DC happy/ needs being met in primary?
He's on stage 3. Primary is a disaster and he gets very little direct support. Plenty of education related professionals appear for meetings and observations but we never get any further forward and there doesn't seem to be any child's plan or IEP in place. He did have one a couple of years ago but basically the goal was to stop being so difficult.
That's so disappointing. I'd like to think that your DC's needs would be met wherever you and your DC decided upon . But, with only teacher numbers protected ( at the moment) support staff levels are lower than I've ever known. Sometimes support can be strong in S1 and 2 but become less as the pupil progresses. I'd like to say that this is down to being more settled but that's not always the case.
I can say though that many ASD young people who had negative experiences at primary seem to blossom with the new start that secondary offers.
Some of the parents I've encountered who chose catchment area school over specialist provision felt it really important that their DC remained part of established friendship groups. Is that a factor for you?
We're hoping high school might be a positive change for him. That's interesting to know that has been the experience for some others Lidlfix. Established friendship groups is a difficult one. He's just started in another school (his third attempt at finding a primary which can meet his needs) which feeds into St Modans. In many ways he's quite adaptable when it comes to meeting new people but we have concerns about us not knowing any of the children and families he is mixing with and potential problems if he wants to meet up with friends outside school and the travelling and loss of independence (always reliant on lifts) involved in this.
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