to think this is very disruptive??

[macdoodle]

I probably am being unreasonable and am prepared to hear it.
My DD1 has just started secondary school, she is in the "more able class" (this is what its called by the school ).
In this class, of about 20 odd, there is a boy with SN. He has an assistant for every lesson, and from what my DD tells me I guess he must have some form of autism.
But every single day, she is coming home with stories of what "X" has done. Thinks like having tantrum, which takes 20mins to calm down disrupting the lesson, shouting at the teacher, grabbing or hitting another child (and once a teacher), throwing all his books and stuff on the floor (numerous occasions), storming out of lessons etc etc.
Now the kids all seem to think this is hysterical (and great fun that almost every lesson is disrupted by "X"), but every day I am a bit , it just sounds very disruptive, and DD is starting to sound more annoyed than thinking its funny.
She does however say that is is clearly very bright indeed.
I know he has just as much right to be taught, but at the cost of disrupting a whole class of children? AIBU?? I can't quite decide TBH, and so far it doesnt appear to be affecting DD1's abilities, but we are only a term in.

Holey does have a point though even though I don't think she's putting it across very weel.

Meltdowns in childhood are one thing - if these continue into adulthood the future, employment-wise and relationship-wise does look pretty bleak.

Not sure how we get around this one.

Early interventions are also considered crucial, Holey. Which is why it is so absurd that parents (and sometimes teachers, too) have to battle for months if not years to get the right support (statements/properly dedicated and trained TAs/a multitude of different therapies).

If everyone made it their concern, if we aimed for the best provision, if, if, if ... who knows what we might discover?

I had really hoped people would point out that there are jobs that are suitable for people who have SN manifesting in meltdowns and violent behaviour, but are academically bright

As far as autism goes, I think the statistic is 15% of adults with autism are in some form of employment.

There are various reasons for that and not all would be able to work even with support, but if things were better within education I think that stat could rise.

Alexa, yes but those assessing him will be looking at his needs, and not those of the other 20 children in his class?

So ask her to be moved to the less able class? I bet you don't.

If your daughter's diagnosis of autism is correct then how hard do you think this is for him? Do you think he enjoys having tantrums?

Can you imagine how bad it would have to be for you to scream and throw yourself on the floor? Now imagine being forced to do something so distressing it makes you do that every day?

He isn't learning, the other kids aren't learning so I would be very worried and I'd question why the teachers are failing the child with SN and the others.

He is learning to interact in a classroom environment. They are learning how to deal with that, not all learning is academic. Besides which he is in this class despite meltdowns and whatever else, he must be at lease twice as intelligent as the others to cope with the work.

Ds1 went from meltdowns everyday in reception to once in a blue moon by year six. By year six he was mentoring other children in maths due to his literal thinking. As for Einstein the more formal education of the time actually suits some on the spectrum. Rules, routines and strictness and class silence would of suited DS1 and he would of had less meltdowns, it the pictured walls, the talking and the never knowing what is next that caused my DS meltdowns.

I agree, students with SEN have every right to an education.

It is repeated over and over that school are failing the child. But what could school do, with a child that is aggressive and has frequent meltdowns, that will prevent or lessen them? I don't know. I have asked this before on another thread, but no-one has answered it.

I think the OP said, at some point that some TAs were better at "controlling him" (not my words). This suggests that there is plenty of work to be done to achieve consistency when it comes to the help he is given.

Isabelle

There are no miracle solutions but a lot of little things can reduce the frequency. In my sons case meltdowns occur when he is stressed so anything that reduces that stress level helps reduce them. For example, a fixed timetable, advanced warning when things might change e.g. different teacher, being allowed to go into school late / leave early to avoid the playground chaos, an allocated safe place within the school he can go to when things are getting stressed, use of simple and direct language, instructions one at a time, given sufficient time to process instructions, support during group work, being allowed to come home at lunchtime, being allowed to stay inside at breaks, given personalised learning during 'noisy' sessions, a desk by himself, careful placement in the classroom to avoid sensory over-stimulation. Most of these will cost very little money or time to implement but often aren't.

Isabelle, I am guessing the reason why no one has specifically said what the school could do,is because there is no one answer or magic bullet. There can be many small things that make all the difference. I imagine it is the job of the team supporting that child to work out what is triggering these meltdowns, and try and work out ways of dealing with them or preventing them, and with the school working out how they can implement those methods.

crossposted!

What effect has This is My Child had exactly? Because I'm really struggling to see it on this thread :(

There is an overwhelming sense of 'other' (delightfully summed up by the poster who recognised that her schoolmate was also human which prevails on this thread

Thanks to all of you who continue to fight the good fight. I'm only a few years' in and I find it exhausting already

I think what might help is if parents saw the class as the problem rather than the student.

Parents of children with SN are left to deal with the school/lea as well as the irritation or hostility of other parents. It is perfectly apparent through tone alone that many of the parents on here want the child to be removed.

If all the parents approached the school about the disruption asif were the schools failing/responsibility then things might change.
But they don't.
The view is 'we have a normal class here and he is outside of that. If he can't cope then tough'
If the view was 'all of these pupils constitute this class and they are all being impacted by the lack of suitable provision so we want to know what you are going to do'

....then things might change.
But they won't. He isn't a proper pupil.

Very good point pagwatch

Good post, Pagwatch.

I would also be afraid that if I said to the school that I was unhappy with the provision you are making for the children in your class, and you are failing in your responsibility that it would be reported back as a parent complaining about the child with SN issues

Having said that you would put it in writing so you couldn't be misunderstood...doh!

We are very lucky in the village as we have a very highly rated (by the parents) special school which is next to the secondary school. The secondary school itself has an attached unit for children with autism.

One of the children in my daughters tutor group goes there for a few of the lessons and lunches and spends the rest of the time with his tutor group.

That sort of thing is what's needed isn't it? So then parents have more choice and can match the school to the child which is what we all want to do with our children

Oh I'm sorry zzzzz

I do appreciate that most parents of children with SN don't have a choice, which is why I know we are very lucky here

Oh zzzzz. Don't cry love.
It's just this thread making us all talk about how difficult it is. It's making it feel so hard.

Sorry to hear that zzzz