Here are some suggested organisations that offer expert advice on SN.
School meeting today(33 Posts)
Today we have our SENCO class teacher meeting at last.
DS now has a SALT report with lots of recommendations, including that we go on an Early Bird Plus course with a TA from DS's class. The rest of the recommendations include things like a home/school book, a sign to use for help, repeating class insructions directly to him, a social skills group, communication meetings with a TA.
This is all before we've seen the OT who will undoubtedly recommend assistance for DS's coordination/hypotonia
So, how does the rest of this fit with 'in school' help scheme - SA plus etc.
The problem I always face with these school matters is that DS is actually doing ok academically and there seems to be a reluctance to formalise help while this is the case.
Would you expect a child needing this type of intervention to be on a statement or for them to try SA etc first? I just need to get that clear in my head
DS1 jumped right to staement becuase of issues like yours.
The first thing to check- with the LEA before you go ideally- is whether he is on the SN register, DS wasn't (SNAP checked for us) which gae us plenty of leway for a fight. Once he'son there, he should be palced on SA,SA+once other professionals become invovled (ooops they already are.....),then statement is his needs aren't being met.
Being on SA plus first is not a necessary prerequisite before applying for a Statement. My son was on SA plus prior to Statementing but that was because outside agencies were involved anyway (he was being seen by a SALT and the developmental paediatrician). I had enough of SA plus after three months and applied for his Statement whilst DS was in reception. Several years have passed since then and that doc has done him a power of good.
"DS now has a SALT report with lots of recommendations, including that we go on an Early Bird Plus course with a TA from DS's class. The rest of the recommendations include things like a home/school book, a sign to use for help, repeating class insructions directly to him, a social skills group, communication meetings with a TA".
A sign to use for help, repeating class instructions to him and the communication meetings with the TA will not happen readily with SA plus as SA plus can only provide limited support (no one to one for instance). Statements are not just about academic needs and I would argue too that it will get harder for your DS the further up he progresses through the school system.
If you are aware that your DS is on no plan at all then I'd be asking the school some harsh questions as to why that precisely is.
Time for the big guns - apply for the Statement yourself and don't be mucked about.
IPSEA's website www.ipsea.org.uk is very helpful overall.
OK, we had our meeting. SENCO was dashing off somewhere else and saw us alone. I had to ask specifically about SEN pathways and he confirmed that DS was on the SEN register and that there was an IEP (drawn up before half term after seeing the SALT and my letter to them no doubt).
He seems to be doing really well at the moment and settled back brilliantly after half term. SENCO saw him as lying on the edge between SA/SA plus. I made it clear that we were not going to wait until he started failing before putting accomodations in place. They understood this, but, as you have said before Attila, I really think they don't get DS. They are just not 'autism friendly'.
SENCO agreed DS is probable on the spectrum but the approach seems to be more of a response to reports they get in, than doing anything proactive. For example, I spoke to the head of OT on the phone a while back as the waiting list is so long and she gave me some suggestions. They won't implement them in case 'it makes him look different' without seeing an OT report which says he needs it.
I understand that but it is frustrating.
It is hard to push further without him having been assessed. I think we will have a better idea about alll this when we've seen BIBIC.
We did agree a set communication time once a week with one of the teachers though so that will be useful.
I meant to add that 'making eye contact' was one of the targets . I challenged this and it was said to be short hand for improved communication. Would you expect to see that as a target for someone with ASD?
That is what I thought starlight, I told them that this was a controversial area. They had also said reduce licking of hands etc (which is clearly stimming on his part).
To be fair to them, the teachers have been given very little guidance and are completely in the dark with it. They looked mortified. They seem keen to learn though.
They understood what I was saying and agreed that they just wanted to get him more comfortable in talking to them and we discussed how this is happening already and what more could be done.
I signed it to say it had been shown me. I don't see what difference it makes if you don't to be honest
Eye contact target is crap! We had that on ds 'iep too, this term i've asked for it not to be on it, as ds was obessessing with the eye contact sign, he was constantly saying 'look at me!' and putting his fingers to his forehaed whenever he spoke to us
Beside ds had trouble trying to maintain the eye contact, and listenindg and process instructions at the same time.
DS generally has good eye contact with familiar people and when he is relaxed, but it becomes very fleeting with strangers or when he is put on the spot socially or is working hard to talk.
Yes absolutely, it was creating more problems and the eye contact issue was not improving anyway. So i told them yesterday at the meeting we had with teacher/senco and EP that i didn't want the maintenance of eye contact target on there. They agreed and are drawing up a new iep for me to sign.
It is frustrating isn 't it?
The other thing they said was that he needed to hand the home/school book to him themselves otherwise they wouldn't always remember to look at it and it would be left in hsi book bag.
So another thing for him to remember in the morning. Helpful.
Actually *Starlight" - that almost qualifies as SMART in IEP terms LOL
Like it....will write suggestion in home/school book!
Right, so, I devised an action plan to get DS to remember things in the morning - involving star wars of course.
I do a copy for school.I've got DS outside the class waiting to put the plan into operation but we need the TA. We wait to see her. She is talking to another mum outside the classroom.
She says very loudly to this mum, who is obviously offering to come in and help, 'well you come in and help so you know how very busy we are and that there is time to run around after everybody'.
She then goes into the classrooom and shuts the door, despite the fact that we are stood outside clearly waiting to talk to her.
I nearly burst into tears. I know idiot
I waited for her to come back out and I explained what we were doing and how DS could do the things on the list step by step to start with. She didn't seem very interested and they clearly thing I'm a complete pain.
I feel really annoyed now. I'm doing their bloody job for them and they still treat me as a nuisance.
The IEP is crap and I'm minded to write and query it now as it contained no measurable targets 'more eye contact' and provided no information about the strategies to be used to achieve them.
Sorry it's just a rant really.
Debs40 - All the teachers are like that with me too, they avoid me like the plague, if thats any consolation!
Ds's really are so similar, academically ds isnt struggling too much.
No academic struggle = over anxious mum, making something out of nothing.
Ds not causing disruption = over anxious mum, making something out of nothing.
I feel that schools need something to blame the behaviour on ie dx otherwise you just have a spoilt brat in their eyes!
I will be pointing out to ds school that academic success is irrelevant, as ds cannot apply that intelligence or logic in the real world.
Also the level of support ds has received at home to be able to maintain his academic 'success'.
I feel exactly like you Debs40, i dont mind supporting the school or the experts and doing whatever i can at home, but i do not expect to be the one holding it all together all the time, i need some help and support too!
I am seriously considering applying for a statement and you are more than welcome to have copies of anything i do, to give you some ideas. The blind leading the blind, but what the hell
Thanks Claw. I don't know what I'd do without this board. I've got the school and a diagnostic process running separately and no one tells anything to each other. The teachers know bollocks all about ASD and then say their TA is too busy for a ten minute communication chat once a week. I know they feel I'm a PIA but you have to steel yourself against their views and think, if I wasn't doing this, if I didn't get this, he wouldn't be in school or you would have the behaviour you seem to need to allow you to believe there is a problem.
They should be thanking us!
Even if the process is going on in school its the same story, no one communicates or it goes in one ear and out the other!
For example on ds's IEP it states 'X has been working closely with OT both at home and school' X had 4 x 1 hour assessment session with OT from October 2008/December 2008. OT was suppose to attend school from January 2009. This didnt happen and the SCHOOL told me that OT hadnt attended. Both the Head Teacher and Mentor commented on this during a recent meeting where SENCO was present. I also wrote a letter to SENCO explaining exactly that and that i had made an official complaint about OT. WTF was it included in an IEP!
Exactly Debs, i am concerned that if they dont start addressing ds's needs, they will get the behaviour they need to believe there is a problem.
Debs40 - One thing i have learnt, is to ALWAYS put everything in writing, even requests, when they have to reply back to you in writing they are usually more willing to help you with any request, as you have a record of it!
Im off to buy some fireworks, ds will only watch from an upstairs window, but he does enjoy them (i think).
I thought he was enjoying our Halloween but he has had constant nightmares and wont go upstairs on his own now
Thanks Claw. I have to say they still ignore emails too sometimes!
One bit of good news is that I explained the school's view of her suggestions to the OT and she agreed to see him at her next available clinic so we should get progress there.
It's just so soul destroying and I think - if this was your kid - the teacher would be doing exactly the same but they don't seem to see that.
They're so wrapped in targets and paperwork, he's doing ok, so he's off their 'worry' list. As you say, this makes us seem a pain.
I tried to tell them yesterday that we're a year down the road ahead of them on this but I don't think they liked that
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