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Not happy re DS1's school.(35 Posts)
I had a meeting Tuesday regarding DS1 who was diagnosed as AS in Febuary.
The school were informed of this as soon as I get the dx. Nothing has been put in place for him regardless of countless meetings, calls, emails and letters from myself to them.
It was agreed at Tuesdays meeting that I would take DS into school today at 9.30 for him to have a statutory assessment with education psychologist as a matter of urgency.
The ED PSYCH, REFUSED to assess him as
"I cannot because there have been no measures put in place for him by the school and it would make them look like they had failed him"
My reply was "but they have and are continuing to do so"
Then she came up with this amazing idea
The second week of September she will have arranged a meeting lasting a maximum of 15 minutes during which time I can explain AS and DS1 to them, how him being AS affects him etc - so basically I can educate the staff who apprently have little or no understanding of SN.
Their main issues with DS is he gets over excited, he fiddles, makes noises sporadically, fidgets and if he is struggling talks to others.
I understand these things can disrupt a lesson but I also think/feel there should have been measures in place to help him.
Anyway I came home and the more I thought about it the more I felt this meeting for september was wrong - why is it my job to educate the staff surely the senco should be doing that.
I then enquired about applying for an independent parent requested statement and was informed I would need to write a letter.
Well thinking it needed to be professionally worded I called my brother who owns a disability claims company and is disabled himself - the result?
He has an appt for me accompanied by him with the head teacher, and has informed them that if he is not entirely happy with the outcome of the meeting then he will be taking out an education tribunal against them and will sue them.
I am pleased I have him on my side as I know he knows what he is talking about and also he will like he has with the previous cases he has taken on the same as this fight for the rights of DS1.
Just wrote long post which didn't send. Sorry, here is truncated version:
If the school requested the EP do assessment, she must do so.
Of course it's not your job to educate staff about AS!
She is right that statutory assessment request must be in writing - IPSEA have model letters.
Is senco any good? Is ds on school action/school action plus?
Im confused, for statutory assessment the school put in a request to the LA, the LA would request an EP assessment, not the school. Are you sure its a statutory assessment and not just an EP assessment the school requested?
Sorry Bialy, schools can request EP assessments but the EP will often refuse if they feel from the evidence provided by the school that the DC isn't 'severe' enough as they have limited time (even less these days.) However, if parents and school request it, it usually carries more weight. That's from personal experience at work, the SENCo has been trying for months to get the EP to assess a boy, they keep refusing, unfortunately his parents aren't singing from the same hymnsheet so nothing is happening.
That's not the same as in your case, of course, TLE. I think your EP is saying she won't assess because the school could and should be providing support within it's own budget first, and if your DD is still failing with that support then it's time to assess. It's a matter of priorities for the EP. They want to be assessing those cases where the school has tried and needs more help and advice, not those where the school hasn't tried! This is my interpretation of the EP's thoughts. I am not saying I agree. Your EP's priorities are not your concern. You need to ensure that your child is getting the support she needs, and requesting SA yourself is a good first step especially if the school isn't helping.
I would doubt that the school have requested Statutory Assessment, just an EP assessment?
I am only going by the wording used at the meeting on Tuesday.
Anyway I hope now when I have the meeting with the school head and my brother things will be sorted out.
I am annoyed that they expect me to educate the staff tbh, I was under the impression the SENCO needed to do that.
Sorry, perhaps I'm wrong on that - ignore me on the EP bit
He should at least be on school action/school action plus. Not enough if they just about "cope" with him - he is entitled to full education so they must ensure adequate support to enable him to do so. If they cannot provide this support from their own resources (school action/school action plus) they should support you in applying for a statement.
Does your ds have an IEP?
The SENCO doesnt know your ds like you do, perhaps a meeting where you can explain how AS affects your ds would be helpful. AS affects all children differently and as a parent, you know much more about this than any teacher?
Baily, they have done sweet fanny adams tbh. Nothing has been put in place for him. I have been to weekly meetings at the school and have numerous calls from them where I am telling the teachers individually that in certain situations he doesn't cope. But until now it has got me nowhere, hence me calling my brother and getting him on the case.
Baily, i think it got confusing with the SA bit. EP cannot refuse to assess as part of a SA.
Claw he doesn't have an IEP, he is not on the action plan or anything else. By the schools admission they have expected him to conform like all pupils.
"Their main issues with DS is he gets over excited, he fiddles, makes noises sporadically, fidgets and if he is struggling talks to others"
If the school are highlighting these difficulties, perhaps you could suggest an IEP?
Claw I have on more than one occassion, thats what I am trying to get through to them about and each time they have (So far) replied "but he is so intelligent"
It sounds like getting the school to start adequately supporting your DS is your first task, then. Then any request for SA will have some evidence to back it up. Glad you have your brother on your side.
Ellen, I am glad I have him on side as well. He will be a great help!
Who needs an IEP?
There are numerous situations that can lead a child to needing an IEP. Mainly, IEPs are requested and put in place for children who have difficulties when it comes to learning and functioning inside the typical classroom environment. Children who have been identified with some type of special need or carry a particular diagnosis like ADHD or Autism very often have IEPs. Children most identified and having IEPs include children with the following:
■some type of learning disability
■ADD or ADHD diagnosis
■an Autism spectrum diagnosis
■some form of mental retardation
■visual or hearing impairment
■speech or language impairment
■some type of developmental delay
How to start the process of qualifying for an IEP
If you believe that your child is struggling to learn in school and believe that they could qualify for an IEP, you will want to take action immediately. The sooner you get your child the services they need, the more likely they are to succeed. Many parents fear the stigma attached to a child that has a disability and often avoid getting help right away. What parents need to know is that they are not alone. It is estimated that over 2.5 million children receive special services in schools across the country, and those that do have a much better chance at success.
As a parent, your first step is to contact the teacher and ask for your child to be evaluated. If the teacher does not agree, you may need to speak with the school counselor or special education department, but if you believe your child does have learning difficulties, do not give in lightly. You may need to fight for what you believe your child needs.
In order for your child to qualify for services and an IEP, he or she will need to be evaluated. Your child will be evaluated in the areas of concern. When the evaluation(s) are complete, parents and school personnel will meet to discuss the results and determine a course of action. If your child qualifies for services, then an IEP must be developed and a meeting called. At the meeting, details of the IEP will be discussed, and when all parties are in agreement, the IEP will be put into place.
Sounds to me, like the school were trying to get the ball rolling requesting an EP assessment.
Claw, thankyou for that.
So (this is how it was explained by the school.) the lessons DS is having issues in are the ones with rule changes.
Art - rules change depending on materials used
Music - rules change depending on instrument used.
French - rules change depending on masculine/femenine
P.E - rules change depending on sport being played (changed every 3/4 weeks)
ICT - rules change depending on whether they are doing programming or typing work up.
Maths - rules change depending on form of maths being done.
Now IMHO I feel this alone makes him qualify, but the school until tuesday didn't think so.
I have to be honest, I am not as knowledgable of AS as some on here who have more experience than I do. So sometimes I think what the school are saying is correct but then realise through coming away and reading that it is indeed wrong.
The one thing the head EP said was they didn't need to do an assessment as there was already one from the social communications team, and that was all they needed to base extra support/help on. Then in the next breath said herself that the school were failing DS.
Attend the meeting you have been offered.
What help do you think your ds needs? (perhaps this was to be the purpose of the meeting)
School are failing your ds, if he has no help in place whatsoever, but perhaps they do not know what help he needs and need some guidance.
Did the social communication team make any recommendations?
I had a meeting with the school immediatly after getting dx, gave them the report and asked what WE could do together to help DS. I was told they would monitor him until easter and then have a meeting with SENCO. I was also told that all staff who taught him would be informed of the dx.
At todays meeting, despite their cries of "he is so intelligent", it emerged that his attainment levels are 3 below what he should be working at. This is due to being sent out of the class for fidgetting etc.
I spoke to the EP and said "This is my concern, he is not acheiving what he is capable of as he is being sent out for what are in my opinion trivial things. I feel there could be an IEP in place for him yet instead everytime I mention this to the relevant staff involved in his education I am met with the reply "he is so intelligent" and we all know this is part of him being AS". She agreed with what I said and then said about me having the meeting to explain to staff as "You seem very knowledgable on the subject" surely this is their job???
Sorry pressed send too soon.
I personally feel that as one major problem is his need to fiddle/chew something then a stress ball/something he could chew would be advisable.
His problems with french are on the verbal side he struggles with the process between hearing something and processing it to repeat it. I am trying to get him something which is a visual aide as if he reads a french phrase he repeats it with a lot more ease according to the teacher.
Art/Music well his explanation is he can't cope with the noise level in either subject.
Maths - he just doesn't like maths. the same with P.E, he has never been sporty
Perhaps you could put your request for an IEP in writing and ask for a response in writing?
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