about those on the autistic spectrum in mainstream schools?

[OverbearingHouseSitter]

Basically I've read so many threads recently about those on the autistic spectrum being completely let down by teachers and senior staff in schools.

I mean punishing those on the autistic spectrum in incidents when it is entirely inappropriate, and the lack of understanding of some teachers that you cannot use the same behaviour strategies on some children who require a different approach due to SEN.

And then there are times when punishment should not be given at all, such as when a child who is on the autistic spectrum behaving in a way that the teacher doesn't like, yet the teacher not seeming to realise that this behaviour is part of their SEN!

My mother was a teacher and I realise how hard being a teacher is. She got signed off sick with stress... it's a bloody hard job. But AIBU to think that some teachers and school staff- NOT all- seem to be consistently failing those on the autistic spectrum and those with other SEN, whatever these may be?

This is not just from this forum either! There have been instances from people I know I've heard about and with friends kids.

For example, a friends child was recently punished as he did not understand something the teacher said, ie, it was some form of light sarcasm the teacher used, friends DS with SEN did not register this, did what the teacher told the pupils sarcastically not to do and was then mortified and confused when the teacher punished him.

So AIBU?

I also apologise if I have used an language around people with special needs that you do not like/prefer not to use. My friend prefers the term "on the autistic spectrum" opposed to "autistic child" but if I have said anything wrong please tell me!

A diagnosis means nothing

I don't know whether I find that attitude frightening or saddening.

I absolutely believe I've met a few children who didn't have ASD but had diagnoses stating they did
and yet in twenty odd years I have not come across a misdiagnosis of an ASC.
Viva, people with a great deal of experience are trying to tell you something here, not one or two people, the majority of the people on the thread. If you are in the position you claim to hold, you would do yourself, your staff and most importantly, your charges a favour by listening.

Thing is, the meaning of genuine professional diagnosis is being eroded. Eroded by the very practise of educational professionals either ignoring it or 'pop' diagnosing to their own ends. Also by LAs creating false diagnostic criteria and thresholds in response to funding shortages. What this means is that diagnosis, effectively, means little in terms of allocated resource or even extra understanding . Eventually the actual terms used have to be changed because they cease to be meaningful.

In my experience it's not so much to do with a lack of training as to do with attitude. I've encountered a highly trained SENCO who was arrogant, totally devoid of compassion and empathy, treated my son like he was nothing but problem to her, was aggressive in meetings to me etc to the point where a number of parents have now formally complained about her. My son has also had a teacher who had very minimal SEN experience but who genuinely cared for him as an individual and just exuded warmth. You can guess which one had the better outcomes for him.
viva you are coming across as someone who although highly qualified just doesn't have the compassion needed to create the best environment for children with SEN.

And anyone still peddling the overdiagnosis myth should read Neurotribes.

I am wondering whether now is the time to look at specialist schools. We can talk about more money etc but realistically it isn't going to happen

I think what people generally mean when they talk about overdiagnosis isn't that the children being diagnosed aren't meeting the criteria for diagnosis but more that the number of children being diagnosed is becoming expensive/inconvenient.

Sadly there are good/bad teachers just like there are good/bad in any profession. It would be foolish to believe otherwise.

I've seen first hand the impact of both on my ds, his school is one of the better ones out there but even so of the 6 CT's he's had thus far, one of them really shouldn't be in a teaching profession IMO. The detrimental impact she had on my ds were clear for everyone to see, even the headmaster. She believed that imposing her will was the only way to deal with ds... it was a truly awful year for him and us.

This last year he has had the best teacher by far and not only has he flourished in every aspect of school life, he has learned to love school in a way he never has before. He is now meeting all the academic targets for his YR and his self esteem is sky high. At the end of the school year she wrote to ds telling him that she had learnt so much from him!

The difference in these two teachers are astounding to me, but I'm happy that we experienced this if only to show what a difference good teachers can make to any child, not just those with additional needs.

Money is almost entirely the issue ime. If you don't have the money to support a child it's much easier to say this child just needs better parenting, this child needs to try harder, this teacher needs to improve their behaviour management and basically push the blame every which way to avoid the real, unpalatable, truth that we actually don't live in a country where ALL children have access to an education.
I think we need to fight for properly funded inclusion. There aren't special shops, special hospitals, special parks etc. People with disabilities are part of society and should be accommodated everywhere wherever possible. Schools should have the money to provide a level playing field for all kids. A teacher with great knowledge of sn shouldn't be something that's nice to have but a standard expectation.

Yes, zzzz, my child had more than adequate funding.

The actual problem was this, individual funding, was not utilised for any additional needs of my child's. TBH just reasonable adjustments could have catered to the majority of them. Except some teachers balk at this, having a somewhat rigid and inflexible approach to their teaching and expectations. This lead to my DC's needs being distorted and my DC's progress being managed to cling onto their funding. IMO this is tantamount to fraud.

This is harmful. It erodes the (perceptions of) integrity of the whole diagnostic process and massively impacts upon SEN provision.

I'm not just talking about funding for specific children. I mean funding for teacher training as well. And not a token day here and there to tick a box.
I also think that schools who are involved in bad practice such as illegal internal/external exclusion, discrimination etc should have that reflected in their ofsted report (as that seems to be the driving force for change in schools) I think one disability charity was campaigning for an automatic requires improvement if schools illegally exclude.

Who knew head teachers have time for mumsnet in the middle of the day.

They'll be telling us they get a lunch break next

JonSnowsWife

I went on to qualify this with regard to my school where there is no extra funding or support simply because of a certificate. 1/4 of the children in Prep school with a 1:1 and high-level AEN support have no formal diagnosis. A diagnosis makes no difference to their education.

zzzzzz

Ahem. Not applicable.

Gilead

I've noted the comments such as "you claim to hold" but really, the majority of people on this thread is a tiny number (7 - 10?) and any of which could be anyone. You're the only one who claimed to be a professional in the field yet chose to call out my grammar and sentence structure. It seriously made me question if you are who you say you are.

I can well believe Viva is an ht. Attitudes like hers are part of the problem.

PurpleMinionMummy

Currently flying to the Middle East for a conference. MN's great for passing a few hours.

I always make time to have lunch in the refectory. It's great for seeing the general atmosphere of the school and improving my mood.

Thanks for your concern.

I disagree there is plenty of money and the knowledge needed to properly apply even cheap/free strategies doesn't come without a cost.

diagnosis makes no difference to their education.

Evidently, viva. It should when it outlines specific abilities and difficulties which individualised teaching can be effectively catered towards. That is, if flexibility, sensitivity and responsive teaching is indeed valued at your fee paying school.

No, I'm in an independent school and inclusion / discrimination laws differ wildly.

I disagree there is plenty of money and the knowledge needed to properly apply even cheap/free strategies doesn't come without a cost.

Some things cost, some don't.

I have the, perhaps unusual experiences, of my DC benefitting from having individual funding actually cut. The funding became a barrier to my child being viewed as an individual. Staff only ever viewed my child through cliched lenses. This went so far as to my DC's progress being managed/distorted. I felt like my DC was being used as a 'cash cow'. Once the funding ceased there was no incentive for doing this. My DC appeared to have a leap in attainment, yet the ability and understanding had always been there.