I'm an SEN Teacher, AMA

[Milkand2sugarsplease]

I teach in a school for kids with severe Autism, Learning Disabilities and challenging behaviour. AMA

What do you think of parents who

Claim DLA?

Stop medicating their child to detox?

Are you judgemental to ADHD parent?

Are your colleagues judgemental on their parenting skills?

What strategies do you recommend for challenging behaviours where there is a low level of comprehension?
What is your view on schools reducing hours due to behaviour?
Why is it so ridiculously slow of schools to submit EHC PLANS?
How do you unravel at the end of the day? / Manage meltdowns etc?

To what degree do you feel schools should accommodate autistic health issues, such as being tired/listless, hyper, having bowel conditions? Should classes accommodate by having a quiet corner, or should the children be sent home?

These children often cannot communicate what is upsetting them and could demonstrate health-related behaviour issues (such as with-holding) when the upset is not based in a health problem.

Asking for a friend, you realise

gingertesco the parents of my students have one hell of a tough ride. for some of them working has been nigh on impossible for logistical reasons - no access to before/after school club provision, problems covering holidays etc - all problems that most parents face, I accept, but the severity of my students challenging behaviours can make this impossible not just difficult. I've also seen them battle relentlessly every step of the way just for basics, so I absolutely applaud them and support them in trying to get everything they're entitled to.

detoxing meds - I've seen this from both sides. I've seen it work wonders and I've seen it backfire tremendously. It's worth a shot, but I would always say to do so with the support of the docs rather than just as a parent making the decision to try.

ADHD parents - absolutely not judgemental at all. it's a tough hand to play when you're dealing with a disability that manifests in a way that society finds easy to just pretend isn't there. I do think there are parents out there who want a label for their kids to make them feel better about their parenting skills but for families really living with ADHD, it's a very real thing and hard work for the parents to manage and the kids themselves to live and cope with.

I've had colleagues who have been quite judgemental about parents before now - more so about family involvement with kids in residential with us. they'll be comments about X's parents not being involved enough and Y's parents being too involved. I usually just ask them what they believe the appropriate amount of input is and remind them how bad I'd be as the parent of a child in residential if I were ever forced to go down that road. usually shuts them up! :D

doubleshotespresso

What strategies do you recommend for challenging behaviours where there is a low level of comprehension?
My class are currently working at P5-P8 and are all wither non verbal or 1/2 word level with echolalia. My usual go to with regards to minimising challenging behaviours is introducing a communication aid - objects of reference/symbols/pictures depending on their level of understanding. working with them on activities to build up the use of this comms aid in order to teach them to use it expressively as well as receptively. Structure to a day is a big part of managing behaviours too - we all like to know what's happening and that doesn't change just because you have limited understanding. Aside from that, all staff are team teach trained in order to deal with the challenging behaviours we're presented with but generally, introducing the different strategies does help to reduce and minimise the incidents we see.

What is your view on schools reducing hours due to behaviour?
that's a tricky one because I do believe it depends on the environment. If a child is struggling in a mainstream environment then I can see why reducing hours to a tolerable level would be beneficial, with a view to extending this over time. My setting is specifically designed to cater for the different needs of my kids so we don't reduce hours, we alter the setting - not always possible in other schools.

Why is it so ridiculously slow of schools to submit EHC PLANS?
All kids coming to my school have an EHC plan in place but I know from experience it can take a long time and a big battle to get them. personally, and controversially, I think a lot can come down to finance - I have a friend at the min who's niece is struggling in mainstream school. she's on reduced hours because of her behaviour but the school has a full time TA just for her. so, at a time when budgets are being cut across the board, her school have a TA to use across school while friends niece isn't in. once niece heads out of mainstream, that school will lose the funding for that TA. Alongside that, it's cheaper for the local authority to keep her in mainstream as long as possible. it's not that simple, I know, but you get the gist...

How do you unravel at the end of the day? / Manage meltdowns etc?
Incidents are managed using Team Teach techniques that we're all trained in, Staff do get hurt but this is minimised as much as possible. Relevant paperwork is filled in for the behaviour analyst to collate and changes made to behaviour support plans where necessary. Trust is a big thing - some of my kids are big and you have to trust that the team you're working with has your back in the event of an incident. As for winding down - a cup of tea and a biscuit and a chinwag with your team!!

EggysMom

To what degree do you feel schools should accommodate autistic health issues, such as being tired/listless, hyper, having bowel conditions? Should classes accommodate by having a quiet corner, or should the children be sent home?

Personally I think all children should have access to the education they deserve. if this can be done by making changes to a classroom/day/routine etc then go for it. I think it helps to teach empathy and understanding to the other kids and accommodates the needs of the kids with additional needs. I've seen schools do things in a number of different ways - making changes to classrooms themselves, allocations other space to be used by various different pupils at different times, Having SEN classrooms within a mainstream school etc. I'm all for kids with additional needs being educated within a mainstream school where they are able to, bit the minute the setting is impacting on a Childs' ability to learn, I think changes need to be made and usually can be made with a little thinking outside the box.

These children often cannot communicate what is upsetting them and could demonstrate health-related behaviour issues (such as with-holding) when the upset is not based in a health problem.

I'm really lucky where I am that we have full time access to a multi disciplinary team - SALT, OT, ABA therapist and Ed Psych. I wish other places were so lucky. We implement comms aids, makaton, visual schedules etc. I do think this is something that mainstream classrooms could look to use too - after all using a visual schedule can be useful to kids without additional needs as well as those with. My son's school uses Makaton within the school day - he might never need it but its taking no time out of his day and who knows, one day he might just get to use it and make the day of a child who can't communicate verbally or is limited in their verbal communication.

@Milkand2sugarsplease What a wonderful person you are, you grasp exactly what parents and children go through!

gingertesco aw thank you. I love my job. I love bing with my class and I love the relationship I have with the parents. I'm still in touch with parents of kids who have long since moved on from my school.

(I've just re read my posts and realised I should proofread them before posting and check for my computers 'auto-corrects'

I can’t think of a question atm but just a big bloody thank you!

You get to go home at the end of the day (and we won't talk school holidays!!) Special needs parents do not. They have the struggle of not only looking after their child(ren) but also handling all the bureaucracy of EHCP and social/children's services.

How do you feel about that? Seriously, I'm not having a go Can you switch off to what has happened during the day, or do you take concerns home?

Do you have any hints or suggestions to help SN parents manage their stress levels at home or when fighting for support?

Eggysmom you're right I do get to go home at the end of the day and I nowhere near have it as hard as the parents of my kids once I get there.

However - I do not just work 9-3.30 term time only. 2 days a week I stay at work until at least 7.30/8pm, many times later. On the days I do leave at 5, I collect my own son and sort him out before sitting down and doing something work related - planning, making resources, repairing/replacing comms aids, report writing, keeping in touch with parents, checking emails, setting up my classroom, shopping for various snacks/sensory stuff/chalks/clothes etc.

In the school holidays I take my son into school with me and set him up with the electronic babysitter while I work some more. I'll spend 2 days of half term in school with him and then fit other bits and bobs into the time we're out having fun. Could I do fewer hours? Probably. Would I like to feel unprepared in school each day because I'd done fewer hours? Absolutely not. I work hard FOR my kids - to ensure that they're routines are met and in the hope that those solid routines being in place help them in their home environment too and therefore help make life a tiny bit easier for their parents.

Can I switch off? Honestly, not always - I'm always thinking about what I can try, what isn't working and why, if I'm out somewhere I'm wondering whether it will be suitable for any of my class and if it's not is there an alternative that would be. If staff have been hurt, I check in with them. If parents are upset that staff have been hurt I check in with them. I speak with residential staff over the weekends and have regularly gone into the residential homes in my own time and unpaid to offer support when kids have been in crisis. I'm not trying to make myself out to be some sort of saint - far from it, and I'm sure there are much better teachers out there than me but my job is more than a job and much more than school hours/term time only.

As for SW, I fight the battle WITH the parents - I fight the battle FOR my kids. I'm currently working on a transition plan for one of my kids and am fighting tooth and nail with his parents for him to get the best possible placement for his needs.

As for parents managing stress levels - as I've said, I applaud my parents for what they go through and I back them in doing whatever they need to to cope with what can be very difficult to handle behaviour. I'd like to think that they know they always have a listening ear even if I can't physically do anything and the relationship I have with them suggests they do.

What do you think about children with special needs going to mainstream school? Is it actually a good idea or just a money saving thing? I have a 6 year old who is globally delayed about 3 years behind. He is in mainstream at the moment with level 3 funding and I'm not sure whether he is in the best place for his needs or if he is there because it's the cheapest option. Our local special needs school is for children with profound and multiple learning difficulties so I'm not sure if that's the right place for him either.

elliejjtiny
What do you think about children with special needs going to mainstream school? Is it actually a good idea or just a money saving thing? I have a 6 year old who is globally delayed about 3 years behind. He is in mainstream at the moment with level 3 funding and I'm not sure whether he is in the best place for his needs or if he is there because it's the cheapest option. Our local special needs school is for children with profound and multiple learning difficulties so I'm not sure if that's the right place for him either.

Honestly, I think the answer to that is dependant on a number of factors (which isn't overly helpful for you, I'm fully aware). It's a combination of the child's needs and the ability of a school to meet those needs - not just ability but also willingness to meet a child's needs. Along with that, I'd say it's also worth considering how much SEN experience the teachers in your sons school have. It's all well and good there being one teacher in the school that has some SEN experience but that teacher would only have him for 1 year...

Have you had a look a little further afield at what options are out there aside from your local SEN school? You know your son so even if a school you saw was too far away, they might have things in place that you feel would be beneficial in your sons current school. There are lots of strategies that schools can use which are beneficial to all kids, not just kids with SEN - visual schedules, makaton etc.

I would be asking for a meeting with the headteacher and asking how s/he believes they can meet your sons needs as he progresses through primary school and see how happy you are with their response - take into account the big picture for him - his education, building relationships, managing his difficulties, celebrating his achievements, the way he is treated by the other children, his ability to access school activities - trips, out of school clubs etc. Start with a list of everything you believe they do well for him and any concerns you have and see if school share your positives and are able to allay your concerns adequately enough.

Do you actually care about the kids you teach/look after ?

My son is severe non verbal autism and I sometimes wonder if they look out for him more then a teacher for a NT child would or if he’s just another child passing through

GreyCloud

Do you actually care about the kids you teach/look after ?

My son is severe non verbal autism and I sometimes wonder if they look out for him more then a teacher for a NT child would or if he’s just another child passing through

Absolutely I care about them! I think about them and things I can try with them/for them all the time.
My kids are non verbal or echolalic and we have a high level of personal care too so I think that demands a close bond and a deeper relationship than that between a teacher and NT child. I have a closer relationship with parents as well which I think helps too.

Definitely not a child just passing through, I have fond memories of all of my kids. I'm still in touch with some of them and their families.
In fact - I was in bed the other night and had my iPod on shuffle and a song I'd downloaded for a child I taught years ago came on and I immediately recalled happy memories of him and couldn't wait to tell the TA I'd worked with at that time about it!!

My son has fairly severe learning difficulties and goes to a SN school.. All the teachers at his school are amazing and so kind . I'm lucky in a lot of ways that my son doesn't have any behavioural problems and has a lovely big personality so is very likeable but they are sooo kind and giving .
Thank you for doing your job 😍

@Milkand2sugarsplease - that’s nice to hear. There is a high level of personal care for my son too to the point that they even give him a hair cut regularly instead of me taking him to a salon!

gubbsywubbsy my job is amazing so I'm the lucky one getting to spend my days with such wonderful kids. Behaviour wise there are days that are hard but when we get it right, seeing the kids achieve new things and experiences makes the rough all worthwhile. We're coming to the end of another academic year and I'm just (somewhat frantically) getting all my AQA awards and ASDAN awards all written up to show off what my kids have done and to make sure the ones that leave me this time leave with their certificates to show off their hard work and achievement.

graycloud0 there's a lot of trust goes in to things like hair cuts, nail cutting and personal care and the process of them can be daunting for some kids. If it can be done in school and be a more positive experience for the child then that's what should happen.X

Hi I’ve just started teaching in a similar school background was in mainstream so I’m on a very steep learning curve just now it’s so so different to mainstream.

Your school has access to an ABA therapist?!?! Where in the country are you (a very general indication would be fine).

sweetkitty welcome to the club - you'll love it. Different ways of doing things but the rewards are spectacular.

@boobybum yes we have a full time ABA therapist. I'm NW England.x

Do you ever read an EHCP and just want to take a red pen to it to correct all the mistakes?

@gamerchick absolutely - but then I'd quite like to do it to some of my 'autocorrects' on this thread too!! 😂