AIBU to think teacher should have consulted about this?

I agree with posters on the EHCP front.
It's much, much better to have them in place before secondary. We find it even more if a troublesome process than our primary colleagues (took until almost the end of GCSE to get one of my students an ASD diagnosis).

What I would say is don't get fobbed off at the end of KS2 by primary stalling because he'll be gone soon. Getting the EHCP is really key if you want a named school.

And unless things have changed again with the ehp plan some of the money can be allocated for additional things like clubs. I know it’s not as simple as that, but it’s just to highlight one of the benefits for your children now and in the future.

Ehp plans can take a long time to actually get. And then sometimes it’s only by appeal. Just like everything else when it comes to sn

I think it sounds like it would be a good idea to get one in place now.

EHCP's can take a while to get in place.

Ds is year 5 and we have been looking at schools for secondary, as I will be the focus of the next annual review.

OP please put pressure on the school for an EHP. If he had one then everything would have to be documented and planned. Does he have a statement? His diagnosis should be enough for official planning. Does he have 1:1 TA support? The work station is a good idea and it doesn’t limit interaction; it just means he’ll interact when he’s comfortable but have his space and quiet when he needs it. BUT children on the spectrum need to be told beforehand and involved. If he had an EHP you could also ask for a communication book which helps massively. Good luck OP.

I put a work station in for my 1:1 with ASD. It should be the norm for any child in school with a diagnoses
Surely it should be down to the individual child, diagnosis or not? In ds's class there are 5 children with ASD, 2 of them need separate work stations. The other children with ASD work well on group tables.The 2 other children who have individual work stations have them for other needs.

This is another reason why things like this should be communicated - often advice regarding SEN is very generic.

Get in touch with family action as well. Very good at helping parents help their dc’s

And yet he came home excited, happy, and loving the change. Sounds like maybe you should give her more credit.

...and if he hadn't been happy and excited? What about the next time something is put in place...wing it and keep fingers crossed he is happy with it? Does the OP know the plan for other lessons/opportunities for group learning/working with a partner etc...?

Yea getting it moved would be a good idea.
Some of the posters have no idea of the potential problems that this could cause. Today he loved it and as we know tomorrow he could absolutely hate it.

He’s been in the school all this time and hasn’t got a plan or one in progress? He could also do with it before sats.

Luckily for the moment, the gamble played off by not letting you know so that you could also discuss it with him beforehand.

OP, I think you should ask to have this thread moved to the SEN section rather than in AIBU. You will probably get much more useful input than a bunch of parents telling you how they think that as long as your SEN child is happy, that's an appropriate and adequate educational setting. Each child has unique educational needs and although some approaches may work for most, they don't work for all.
A good teacher will consult with the adults who know the child best to ascertain what that child needs. And frankly, often the child should be consulted too. Either of my dc's could have very articulately explained to their teachers what they needed in order to get the most out of the instruction and in both cases what they needed was far easier to deliver than what was implemented without consultation instead.

My laughing face was because, in my opinion, there is no way at all that the new teacher can know my son in 8 days well enough to know how he would respond to this change.*

And yet he came home excited, happy, and loving the change. Sounds like maybe you should give her more credit.

@Rinoachicken Oh, yeah they won't know him well enough then, sorry, I assumed you meant new to him not new new.

I've moved children before so they and others can concentrate. Doesn't mean I don't make sure they are all actively involved as much as possible at playtime. It's perfectly normal classroom practice and not punishment to have children separate if it means they concentrate better.

I'd probably have spoken with the parents, but i work in a very small school.

Its a fairly standard solution and not one we'd generally discuss with parents first, especially if the support plan didn't tell the teacher as much detail as your OP has. I think you need to talk to his teacher and discuss your concerns and their plans for the social side of things.

there is no way at all that the new teacher can know my son in 8 days well enough to know how he would respond to this change Experienced teacher, who may well have known your son from around the school might know them well enough to know if it is worth a try, they will also have had a handover with the previous teacher who may have had some input. It is often much easier to make changes like this at the start of the year, before they have got into a routine with you/got used to their set place.

To those saying they would bite the schools hand off and similar has worked out well for their child...
The point is, that this was the plan for this term, should have been communicated to the op beforehand.

I put a work station in for my 1:1 with ASD. It should be the norm for any child in school with a diagnoses. Butttt my 1:1 also is put on group tables for most learning. The station is there when they want quiet time or are struggling in a group setting. Also enquire about social interventions and how often they are happening.

• sorry, the point of my post... don't always do what's best.

Bloody autocorrect!!!

Sorry, the obit offs my ozzy is that takes don't always do what's bay for a child with SEN, sometimes they take the easiest road.

Hope you manage to get it sorted, OP.

Something similar happened to my child when she was 6/7 years old (also has asd). My child was being severely bullied by several children in the class and their solution was to isolate my child on a table alone, and one which faced the wall so she was kept away from the children bullying her.

She also had to use a different route to get to the teacher so that her presence didn't antagonize the bullies(so she didn't walk directly past them).

It made her feel different and made the bullies bolder in their actions outside of class.
When I complained, I was told it was easier to move 1 child rather than 4 or 5.

I would love to have had this for my ASD son and would have jumped at it if the school had offered it. He has always struggled with group activities and was much happier and learnt better when in quiet and on his own. I think it's great the school has offered this.
Socialising can be stressful for ASD kids and requires a lot of thought and concentration - he doesn't need that when he is trying to learn. He will have plenty of time to practise social skills at lunchtime and at other times like assembly and PE etc, he doesn't need to do it all day which will be exhausting for him.
I'd bite their hand off.