child with SN - should they be withdrawn from lessons of supported to access them?(4 Posts)
Hi all. I'm looking for some advice as not sure if I'm expecting too much or right to be annoyed.
Ds had ASD, he's 11yo and in year 7.
He struggles with PE sessions which are 3 times a week. He has Sen needs in literacy which he previously had support for in juniors as well as the social/emotional needs related to ASD.
School told me catagorically that he cannot miss any timetabled sessions for support when I asked/suggested he has targeted support during some PE sessions. ELSA etc are after school only.
However, where DS keeps having difficult PE sessions and using his timeout card they then get him to miss a few sessions as he's not coping and get him to do homework instead.
I'm thinking that as they insist he should be in lessons as a reason not to provide Sen support that instead they should be giving him TA support so he can access PE. ATM it just seems they change the rules to whatever makes life easier for them.
Just looking for opinions really on this situation.
I think they should be differentiating more in PE lessons, so that he can work at his level. Two of my children have delayed motor skills (one of whom has ASD) and I would not be impressed with what you are describing.
What discussions did you have with the senco at the secondary school prior to his transfer? Does he have a statement? If he does not then it is more difficult for you to insist he has targeted support for some lessons. Have you spoken to the senco? Perhaps you could agree how he would be best supported.
BDS has an IPA which is our LAs
cop out of taking responsibility non statutory statement. It was actually working very well in juniors and when we did transfer IPA review it was with head of SEn support who said she does it on behalf of senco, and use to be senco before the rules changed to them needing to be qualified teachers.
Ds Sen needs were ASD ranked 1 and SpLD ranked as 2.
Within 3 weeks of being in the school they'd remove SpLD, said all ELSA support will be when they do ELSA 'club' as an enrichment activity (not weekly) and they changed the way he could use his time out card from the way was explained before he started.
Meeting with senco was an absolute disaster. She was rude to me, called me an anxious parent 7 times in a 45 minute
lecture from her to me meeting, threw a bit of paper I asked her to look at at me, told me they were more than experienced in ASD and knew and could tell X,y and z about DS despite Camhs and EP report saying he doesn't have the skills to relate and communicate X,y, and z. The Sen lady also blatantly lied to my face and sencos face denying things shed told and arranged with DS and I during his extra transition meetings.
They blamed me for the support DS was getting being wrong saying I agreed the IPA (despite the fact Sen lady said she couldn't do academics it's the senco that does, having an email proving this, and them having all his previous academic info and IEPs etc). Except even though it's my fault he isn't getting X,y and z they won't put that support in when I've asked for it
Oh the SpLD he no longer has will be the same SpLD he is provided a laptop for
Hence why ^ I'm questioning myself now. It just feels like they deliberately do the opposite of what I ask or ask to discuss and then go and do the opposite of what they've said and done!
I might also add that this child they are "more than capable of dealing with with their experience of ASD and that I should trust them to deal with" is having meltdowns daily at school and teachers are emailing me left right and centre asking for advice on how to support him and commenting things such as "thanks for the advice, it's good to know what helps" and comments such as "that advice is invaluable, it goes against the natural reaction of a teacher to approach it that way but clearly it's best if it works."
Well YES. How is it that all these highly experiencd teachers that know far more about my DS after 11 weeks than I do after 11 years and don't need my advice or input are just realising now that that child who views the world through different eyes needs a different approach.
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