DS1 is 5.5 and currently in Y1 at a MS academy school. We are in the process of ASD assessment, mostly due to his explosive and challenging behaviour at school and at home, which led to 3 fixed term exclusions in the half term before Christmas. Over and since Christmas his behaviour has improved considerably, due in large part I am sure to the fact that school have implemented a number of strategies - calm space, advance warnings, daily PECS planner etc - and crucially employed a 1:1 TA with whom he works for large parts of the day. I feel that without this level of support DS1 will quickly regress to the point where due to his disruptive and unsafe behaviour (shouting, pushing tables, hitting staff, lying on the floor and kicking etc) is unable to be in school full time or at all.
The Paed who referred him for assessment made quite clear that he would not be suitable for a SS and the Ed Psych we saw privately felt that he was almost certainly gifted. At school he is exceeding NC targets in literacy and numeracy etc, despite being almost the youngest in the year (late August birthday). Socially, however, he remains incredibly sensitive to criticism, prone to emotional outbursts and screaming on a daily basis and struggles to make/maintain friendships, appreciate social norms/personal space etc.
SENCO has said point blank that he won't get an EHCP , which I think is because of the campaign of disinformation our LA has been feeding schools, and as an ex-litigation lawyer I am confident she is wrong, but I would like to hear of others' experiences in similar positions regarding the sort of information that went into successful EHCP requests/appeals for academically achieving children. What do you think forced the LA to grant the request/appeal and make the assessment despite themselves?
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ECHP for Academically Achieving but Socially (and Emotionally) Struggling DS
21 replies
rosalux · 01/03/2017 13:46
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02/03/2017 10:06
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