Yes, exactly.
So the toy was broken due to your DS's disability which manifests as processing delays, lack of comprehension and difficulties with expressive speech (ie/asking for assistance), which were outlined in the SALT report. The toy was broken as a direct result of his disability and difficulties, at a time where your child was taking particular care to try and NOT break the toy by taking it apart before placing it in the box.
Hi SENCO,
Further to our conversations, I remain deeply concerned about the strategies employed and the insistence that this was the correct way to address the matter.
I understand the frustration with the toy being broken, and as per my previous correspondence, I will be purchasing a replacement as a matter of urgency.
If DS had been deliberately careless, rough or reckless with the toy, I would agree with the course of action. However, the reverse is actually true. DS was taking particular care to place the toy in the box without breaking it. He believed that the toy came apart, and that was the only way that it could fit into the box.
It's very evident that his SEN is the sole reason that this situation arose. As you are aware from the SALT report, DS has processing delays, difficulties with comprehension and also challenges with expressive speech.
Given that there were no intent or lack of care on his part, and his actions arose solely as a result of his SEN, I'm still struggling to see how a reprimand will help him learn from this experience? Or how it was appropriate? It feels very much that DS is being reprimanded for something which was beyond the scope of his control and understanding at the time.
A parallel to this would be a child with a physical disability, who fell over while attempting to walk, breaking the toy as they fell. Would they be similarly reprimanded for falling over? (I would sincerely hope the answer to this would would be no!)
Both of these outcomes are directly attributable to SEN/disability but it feels that my DS is being penalised as his needs are not so outwardly visible.
Can you please explain to me:
a) how your response to his actions took his needs "into consideration"
b) why it's appropriate to reprimand a child who was trying to follow the instructions but due to SEN misinterpreted the correct process
c) how the actions taken will prevent this situation from happening again - not just with this toy, but another toy?
d) how were "reasonable adjustments" made which accommodate my DS's known SEN?
e) given his known SEN as described in the SALT report, what actions were taken to ensure that my DS knew how to put the toy away? eg/modelling the process and checking his comprehension
I'm failing to see how DS was given any support in the circumstances or how his needs were taken into account. He appears to have been reprimanded just as any non-SEN child would have been who broke the toy deliberately. Reprimanding a child who thought they were doing the right thing will create a fear response and only exacerbate his difficulties.
Your email seems to suggest that you are centring the TA's upset at the breakage rather than addressing the fact that my DS's known SEN needs hadn't been fully met, and that's why the misunderstanding occurred.
I believe it's entirely feasible to have dealt with the situation, and addressed the TA's upset, without rebuking DS. For example, a conversation - or even better, a social story - which sets out how other children and teachers are sad when things get broken, and what actions he could take to avoid this again eg/putting the item to one side if it doesn't fit in the box. This would have made it a learning experience for him, without being punished for having SEN - which is how it feels now.
I await your reply.