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What social skills/emotional regulation work is done at school with your DC?(7 Posts)
Ds's primary used to do a lunchtime club where they looked at social rules and why they are there and discussed how they felt when these things were not done.
DS also had some time 1:1 with a TA who looked at other social things and talked about problems. at one point these sessions were used to go through an anger management programme that she devised from a combination of sources.
They also had a group that played team sports to help with working together in teams, and another who had lunch with a small group and they played board games and talked about social rules while doing so.
I have yet to see what HSchool come up with.
Ds has 'a weekly 1:1 emotional literacy session, to be facilitated by an individual who is experienced in working with children who have ASD and who will be fully supported with both regular access to and professional back-up from the inclusion team and ongoing professional development and training' (or words to that effect) written into his statement.
Of course the school have tried to tell us that ds attending the school's standard SEAL group (as he has done every term since Reception and he's now in Y6) is fulfilling that requirement, despite the fact that the EP who wrote the statement stated categorically that SEAL is absolutely not enough and would, if anything, barely meet the requirement for social/communication skills (also in statement) and the ASD inclusion leader also telling the SENCO this.
School are trying to tell us 30 minutes of group SEAL once a week-ish is fulfilling the statements provision, whereas every other professional involves disagrees.
SEAL group is held by one of the school's TA's who is neither qualified or experienced in working with children who have ASD.
In the absence of proper EL training, I designed an emotion scaling diary, which the EP then developed during her 12 weeks of working with ds 1:1. This has been a valuable tool both for helping him identify, scale and learn to recognise his emotions and for assisting both ourselves and school staff in identifying potential problems and trigger points, based on previous entries. Ds has gone from saying every day was 'the worst ever' to first recognising that he has good and bad days, rather than 'all days are bad' and then that he actually has different emotions throughout each day, so some bits are good and some are bad. It has also helped him to start thinking about how he handles setbacks and problems and the emotions that accompany them, as well as improving his emotional vocabulary.
Unfortunately, this year, after two years of gradually building on his 'diary' the school and despite it being included in his statement, the school has decided not to support him in it's completion anymore - so he isn't actually getting any EL input or support at all at the moment.
To be honest, I get the impression that the school have absoutely no idea what Emotional Literacy means.
Also has 3 six week sessions per year of social skills speech therapy (in his statement), with a salt but has been a bit hit and miss. Not least because he in in a group only with others who also have delayed social skills and there is no real generalising of the skills taught. I'm hoping the emotional literacy person will be a bit more specific.
I discovered today that DS's school have an 'emotional literacy' person who works with two children, usually separately but sometimes together, for a six week block. She does exactly what you have been describing and will start working with DS in January. Why they haven't thought he might benefit from this before now is beyond me, as is the fact that I didn't know she existed BUT he is going to start with her and I shall watch the results with interest.
Dd3 has done a 6 week social skills group each term since moving schools.
The groups have been run by various people, some by SEN trained TA, some by NHS, one by behaviour support service and currently one run by Autism specialist SALT.
Lots of social skill work has been done by the SENCO too and she has worked with Dd3 about her anxiety, some of that is 1 2 1.
Luckily our SENCO agrees with you that this work should be done at school and she is great at putting things in place.
We sometimes get homework stuff to do at home but it is usually nice activities.
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