I've posted previously, regarding some issues we've had, regarding exam access arrangements for DD.
In a nutshell, she is in year 9 at a selective indie, diagnosed with ADHD with related executive functioning and working memory issues. School assessed her for extra time in exams, which she qualifies for.
Following a GCSE exam where other agreed access arrangements didn't happen, we had a meeting with the head to discuss this and other issues to do with Dd's SEN.
One of the main issues DD has is that she can't do 2 things at once, eg copy from the board while listening to the teacher, or write down dictated notes. This was recorded by the SENCo following an assessment last year, but some teachers continue to make DD copy from the board and it's become apparent that her books are littered with misrecorded info and incomplete notes. As such, we asked the head if she could be given class notes or maybe a printed outline of lessons. The head's response was that that just would not happen, as the GCSE courses are too demanding and too fast-paced, and they are "not a special school".
Now, I realise that the school is selective and their SEN policy states that the needs of the minority will not take priority over the needs of the majority, BUT they knew DD had a diagnosis and SpLD when we applied, and they selected her for a place, whilst assuring us that they were committed to SEN issues.
Does the head's assertion that DD can't expect the kind of support we've asked for seem reasonable, and are GCSEs really so fierce that students with any kind of SEN have no chance of coping?
The suggestion the head made was that DD should drop a subject so that she has free periods in which to try to tie up loose ends left over from lessons. Are we being unreasonable to think that a better solution would be to simply support her in class; in the subjects where this is happening, she is doing well.
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AIBU to feel frustrated with school, re SEN issues?
46 replies
Floottoot · 05/06/2018 09:19
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