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Therapists power to enforce delivery of recommendations. Advice please.(5 Posts)
Have asked SALT if she would sit in on my ds. English lessons (year 7) as it is the only subject that he has not reached his target in, and also to check that her recommendations are being carried out in class. She said that her role was to make recommendations and that she has no power to enforce and insist that the school take her advice. Recommendations that were made in September by her and the pd support service have not really translated into action and I am getting worried that it isn't going to happen in year 8 either. The pd support teacher said last week she didn't feel the year had gone well for my ds but didn't really have time to elaborate ( in carpark after meeting). Is my only redress now to get these recommendations ie. mind-maps/cloze pro sheets/vocabulary books/strategies to aid communication in class/ etc. to get them written into the statement? It all seems a bit of a farce really as many kids can't get statements now, so all these specialists can come in and give advice, but it is pot luck whether schools take them up and parents haven't a let to stand on.
My other son's teacher also said to me this week, when I told her that I was considering an ed.psych. assessment for him as he may have dyslexic tendencies ( and don't want crude assessments done by school) ' yes but if you have one, they are very detailed and don't think their recommendations can be fitted into the curriculum, you may have to do it all at home.' I am so disillusioned at the moment, there seems to be a lot of jobs worthies out there, doing the mimimum they can get away with and sorry I don't always buy into the argument that they are so stretched they can't do what they are supposed to do, there is a lot of apathy out there and not enough monitoring and accountability is these kids arn't getting what they need.
Sorry for rant, so fed up with the constant pushing and battling and very tired.
Our SALT is the same. She offers suggestions to the teacher/headteacher, but then it's up to them to use the ideas/resources in class. I complained to the SALT, her supervisor, the head, and then went above them all with a formal complaint to the Additional Support Needs Officer who oversees the county. He came down on an announced visit which I feel the nursery staged the whole day... and things changed for a bit... but we're heading backwards again, and I'm getting fed up of complaining all the time for basic things!
I totally feel your frustration here... and we are always being told that they're stretched... blah, blah, blah. At the minute we're heading into a fight to keep using Makaton as the SALT isn't trained so she'd like to go with PECS instead... even though ds is progressing with Makaton!? It's never-ending.
I commented on your other thread before reading this one so didn't realise your ds already has a statement. I think your best way of enforcing the salt recommendations would be to get it written into his statement via an annual review if due soon. If the annual review is a long way off, you could request an emergency review, specifically to tackle this issue. Your other possible route would be via an appeal to sendist that the school are in breach of the disability discrimination act by failing to make reasonable adjustments to allow your disabled son to access an education. Flagging this up as a possibility may be enough to make the school pay attention.
I find the best way to get things done if they are not following SALTs advice is to offer to help. I had this situation with ds not having a hook with his name on to hang his stuff up....6 weeks in he "still wasn't managing to hang his coat and bag up unaided", despite me pointing out that all the other kids had names and pictures on their hooks to help them. In the end I asked again, was told "we ARE very busy" and just said "oh, it's ok I can laminate one from home till you have time to do a proper one" he had a school made one like everyone else by the next morning . Since this little but telling revelation I have started to use this technique for all sorts of situations. Yes I often do have do the work, but lets face it then it is at least appropriate and backed up at home.
In the short term I would just ask to see lesson plans and then offer to provide back up sheets vocab stuff yourself.....hopefully this will show them that it really isn't that much of an ask and perhaps shame them into some action. Longer term I think written into the statement is probably your safest route [and if you have had to give extra support to cover the downfall you will have a nice little file of everything that's been needed].
On the EDpsych point, personally even if you have to do it all at home, at least he would be getting appropriate focused support from somewhere! The teacher sounds just plane work shy to me. Yes I know they are over worked yahdayahdayahda, but honestly they seem to forget that so are the rest of us. grrrrrrrrrrrrrrrrrrrrrrrrrr
Hi there we find this with all our dd's therapy.We don't blame the therapists we blame the school for how they implement-or not,itWe have such strong feelings my dd finishes at her currant ss this week and is moving to another that implements therapy differently.
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