Here some suggested organisations that offer expert advice on SN.
what do you tell out of school clubs etc?(8 Posts)
ds (5) - done 1 yr school - has possible SN, we don't know, they don't know, he is quirky and they think about 18 months behind with social development which we think is due to hearing impairment, he's now had grommits - we're waiting to see if he'll catch up or will need statement etc, anyway in the meantime what would you tell out of school clubs? extra curicular activities? we're working on his listening skills but he will chatter on and needs to have 'rules' explained - his swimming teacher is great, if he starts to chat to her about what he's been doing she'll just say 'thats great but save it for the end of the lesson, we're here to swim now' and it reminds him to stay on track, he just needs (occassionally) reminding about what is expected - how do I explain that to someone? or do I let them find their own way? I'm determined that the extra circular stuff is good for him as he needs to be in that social enviroment to learn from others but have no idea what support he does or doesn't need.... any advice when you are at the possible beginning of a process? or not as the case maybe??
if he isn't already getting extra support at school, i wouldn't bother getting into it too much. at 5 they will expect that there will be a hugre range of normal and that some children will need more attention than others.
dd2 has cerebral palsy, and sometimes i don't mention it - it depends a lot on what she's going to be doing. if you know there is an issue like hearing, you could mention that in passing, but again, unless you think he needs direct support out of the ordinary realm of supervision, i wouldn't make too much of a big deal about it.
at the after-school club dd2 attended in yr r, she received 1-1 support because she needed it (and it was funded by the lea because she was statemented), but for things like brownies or whatever, these days i just say 'she's a bit wobbly, but not in any danger - let me know if you want to ask any questions'. this summer (she's nealry 8 now) i put her in the regular swimming lessons. after a couple of sessions the instructor said 'she has some mobility issues, yes?' and just tailored her specific practise accordingly, but as it wasn't anything that was going to impact the class or her, it wasn't necessary to mention it. he picked it up himself quickly enough.
that's mostly random waffle, but hopefully you gleaned something from it!
Well I dont think you have to go indepth if you dont want to, but it would be good if any club knew how your son ticked so to speak so they can understand his behaviours from what you have told them. DS is currently being assessed for AS. At the time we took him to join Beavers. I just plainly said that he cannot follow instructions directed at a whole group, he has difficulty understanding sense of humour and thinks it could be teasing and dont expect him to sit still. Should you see him stressed or agitated either take him for a walk round outside or ring me.
They were and are great. They tend to give him jobs to do when others are sat down so its not obvious and although they shout out orders (loudly) they still wisper in DS ear. Its not like school setting and just long enough time before he has had too much. Best club I found
that waffle totally makes sense no he wasn't have any specific support at school, some help with 'listening' and a couple of times some extra time with class TA to talk about 'tricky situations' like 'golden talk time' or what it'll be like in year 1... interesting that 1:1 support extends to out of school club (although ds's needs aren't that complex and we've been lucky that yr R TA is also on out of school staff so he is understood )
I was only thinking about it today as he's doing a county music workshop next week - I think he'll love it but at a different school and totally different children, not been in that situation before where he'll be left for day and no idea what I should say or how he'll react, part of the hearing difficulty is that he gets disorientated when he doesn't understand what is going on but doesn't ask just trys to cope (follows what others are doing without understanding) or gets 'irrationally' upset, it is improving but I guess I should just say that he has hearing impairment and if they think he's not 'listening' or misunderstood they should just make sure.... that might capture the chattering too much issue as well and keep him on track
thanks - just putting it down makes sense of it all
coff33pot - thanks aswell, put ds on waiting list for beavers, hope the local pack is as good as yours seems to be I thought it would be a good way to get him to mix with peer group outside of school, problem is I don't think I can explain what he most struggles with, because I believe it to be related to hearing and therefore not prominient at home this behaviours are very specific to the school or group environment, I should get a top 3 list together and maybe try and be succinent about it, I tend to waffle as don't really know what we're dealing with yet....
a freind and i ran beavers and cubs groups where at least 50% of the youth had additional needs of some description definitely a great place to start with kids who are out of step somehow!
hope he enjoys the music workshop - he probably won't be the only one who's in a new environment for the first time either, i bet he'll be kept so busy having fun that he won't have any problems
thinking about his situation specifically, i think i would be inclined to just mention in passing that he sometimes struggles in a group situation because of a hearing impairment, so the leaders just need to make sure that his attention is entirely focused on them when they are speaking. they can work the rest out for themselves
I think people always appreciate being told your DS has special needs, rather than having to figure it out for themselves.
It's harder because your DS is little, so 'normal' encompasses a wide range, and he has no formal dx yet. But I think you should let them know pretty much what you told us.
Then it's easier for them to approach you if they have any questions or problems....
Otherwise they may assume you don't think he has any SN and may not be comfortable raising issues with you....
DS is 6 and dyspraxic and being assessed for AS and I agree that Beavers is great for children with SN. At DS's they warn him to put his fingers in his ears if there is going to be a noisy bit (have now bought ear plugs) and are very understanding of him not standing still etc when he is meant to.
I didn't tell the trampolining club to start with and I could see the instructor getting v frustrated when she had to remind him the same thing every single time. Once I told them (they were very embarrassed by the way that their feelings had been so obvious) everything is fine and they are very gradually getting him to improve - although he still needs to be reminded every time .
I would definitely mention it even if it is only so that they don't get frustrated with him and believe that he is just misbehaving with the chatter........
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