DS stopped on his way into school and looked towards our receptionist and said 'good morning'. He then reported back to me how he thought she looked in response - startled and pleased!
He usually mumble morning , head down, not waiting or looking for a response.
Big praise all round and a very happy DS.
But this was working with me not the TA. Have a feeling it might all fall apart if we passed it over to her, even if she were willing. It would end up as 'DS look at people when you speak to them'. Cue DS shutting down and not wanting to do it ever again.
I'm already thinking of trying to go in for an hour a week to follow a basic Tony Attwood CBT course with him. He would just never do it with the TA and he has enough piled up at home.
It gets ridiculous but when a child is older and they want him in lessons being taught, it is hard for them to see the reason to factor some of this stuff in.
Yes, pressing a tally counter was too much for ds' TA.
The HT looked me in the eye and told me that she was far too busy to press a tally counter every time ds did something.
How? How could she be too busy?
Well I'll tell you how. She was rarely even working with ds, despite his statement saying she should be. She was 'too busy' setting up the classroom for the next lesson, covering TAs in other classes, preparing for snack time. That is how.
It's bloody criminal. I've just turned down a request from IPSEA to interview my child as part of an 'awareness of need' project after reading the frankly embarrassing questionnaire they have drawn up which will do nothing for anyone other than fill another file.
I see 21 year old LSAs who voluntarily and eagerly take data on all sorts of things every day-PECS exchanges, trips to the loo, head hitting, verbalistations.
I don't even have to ask them to do it. They know they can't be effective unless they use these approaches.
But Moondog, it really does depend on the TAs being used as they are supposed to be.
A tally-taking job actually requires the TA to dedicate their time to the child they are charged with, at least for a period of time, instead of the more common ignoring the child until they become a pita for the CT then remove them.
I don't know how this can be changed with schools used to sharing out their TAs in this way and having got used to the budgets being used in this way.
I failt to see the point of a 1:1 unless they are working with that child alone. By all means, join in and when it can be dawn, withdraw (this being the whole point-to fade prompts).
If a 1:1 in an m/s class told me thay had 'no time' to take very simple data, I would be calling a meeting with the head and talking to the parents (assuming that they could be bothered-many aren't. MN parents are not representative of parents as a whole. That is very obvious to me.)
There was no point Moondog which is why my ds is now in a special school.
DS' IEP targets had to be something along the lines of 'do 10 mins language work first thing (TA there to observed by parent first thing), sit sensibly at snack time (TA comes in anyway to cover teacher break), and 'put coat on sensibly at hometime' (TA there to be observed by parent).
Illusion of TA being there all day with child, but actually in another classroom supporting a different child who the school believes 'really' need the support rather than the one who has the pushy and deluded parent.
Eventually, ds would have got a proper fulltime 1:1, because it was only a matter of time before he self-imploded, but I'm pretty sure it would have been of the babysitting variety.
With DS, the trouble is also that he can fade so well into the background of the class that it can be difficult to see how much work people need to do with him.
If a child is getting on with their work, it is hard to see they need help with specific skills away from academics until something goes wrong, so it is all reactive. This is always the problem with him as it seems once a child is in the class and academically able, schools can think 'job done' no matter what is on the statement. Then, problems develop and everyone notices his difficulties.
But school are willing to work on what needs working on and I am going to concentrate on refocussing at his AR but I am also conscious that we need guidance on how to break his difficulties down and teach skills individually.
For example, one of the big problems is that DS just does not look around him and take in information so teaching that will be a first step alongside teaching the importance of noting body language and non-verbal communication. But, whereas I can do that naturally at home, this seems complicated at school when you don't want to make a 10 year old look different.
It means removal from class and a very clear plan of what you want to achieve and how.
I don't think that is easy for people who haven't access to professionals like yourself and your team.
It's bloody ridiculous, having consultant upon consultant upon consultant. That's why i see red when people bleat about SN needing more £££ and more people. Complete nonsense. The field needs paring back to the bone so that only the useful remain. The rest just add to the problem-certainly don't address it.