To think a TA is not always beneficial

[Dancedanceswim]

I should clarify that I’m both a TA myself and a mum of a (now adult) ASD child. I’m in now way against TA’s in general. This is specific to one child (mild ASD/ what would have been called Aspergers) I know of where I think that, in that case, him having a 1-1 TA is an error:

• firstly, having a TA means that the whole experience at primary school is very “managed” and a bit sterile which may make it much harder for him to cope at secondary
• This is an unpopular opinion but school really isn’t all about learning - the social aspect is vital. Therefore, if a child is sat with a TA all the time they won’t be able to freely socialise with their peers or enjoy any kind of childish behaviour without being constantly managed and having someone watching them
• They’re already self conscious about being different- surely sitting a TA next to them will only make them feel more different to their peers. Also, it will signal to the other kids that they are different and potentially make them a target for bullying/ socially being ostracised
• This child is actually very bright and there are many other kids in the class who could use 1-1 help in terms of improving their progress with work.

The reason they have a TA is because their parents absolutely fought tooth and nail. However, in my opinion I’m not sure it’s actually benefiting this child and this is perhaps a theme throughout.

This is about one child but I think in more general terms that while TA’s can be a valuable asset in the classroom and for some children can be brilliant, they’re not always beneficial. Aibu?

My DD has zero friendships or social skills because of her autism. Her 1-1 helps her navigate socially so she has a fighting chance.

A properly written EHCP will detail the support for a child who doesn't want a TA sat next to them to provide the support in a way that meets their needs.

Teachers and TAs are teachers and TAs. They are not psychologists, they are not speech and language therapists, they are not autism experts, they are not OTs, they are not physios. It's laughable to suggest teachers and TAs have more expertise than actual specialists. It is absolutely not up to a teacher nor TA to decide these specialists are not the experts. The training teachers and TAs receive is shameful and a big part of the issue parents face is teachers who think they know best and dismissing actual specialist input.

Have you not seen how situations can develop? Children can go from fine to throwing tables in less than a minute.

You’ve described the situation I ended up in. DS is now in independent specialist provision with a hefty taxi bill (school is 40 miles away).

A pupil with full time 1:1 specified and quantified in F needs full time 1:1 otherwise it wouldn’t be in their EHCP.

Other pupils needing support isn’t relevant to whether the pupil with 1:1 in their EHCP should receive 1:1 or not. If those other pupils don’t have EHCPs the school/parents should apply rather than the school failing to provide provision in EHCPs.

The TA should be promoting their social development.

If they need a TA in primary they may also need one in secondary. Part of the job of the TA is to help prepare for transition and build the independence skills that the child otherwise might not develop.

The fact that other children are in need and don’t have a TA is not the fault of the child with ALN or their parents. It is wrong, but doesn’t negate the need of the child who does have one.

If the TA is sitting next to the child and isolating them, they’re not doing a very good job! My child’s TA was so subtle that nobody in the class other than my child knew who the TA was there for.

I was just thinking i have seen children who need 1:2 really, in that their needs can be balanced with another childs - but you never see that as a provision. I guess it depends on the other childrdn around. You couldnt give a child a legal document that depended on a complimentary child just happening to be there. You do see 1:1 for specific bits of the day so 1 TA can teselate a couple of children.

That's irrelevant really.

The fact that you mentioned it, once again shows why the ECHP must be a legal document that can be followed. Theoretically it should avoid "judgement calls", "what ifs" , " what abouts" and so on that can be very detrimental to children (academically,physically,mentally and emotionally) but some schools/LA's/staff still try to work around it.

@FatGirlSwim That is an exceptionally skilled TA. TAs are not well paid and do not need to be exceptional for the post.

@Spendonsend 1:2 is sometimes in EHCPs. It’s not as common. Although I think that is potentially less to do with the frequency it’s required and more to do with parents whose DC need 1:1 are more likely to pursue the provision through SENDIST when the LA refuses to include it. Also, rather than 1:2 the woolly “small group” phrasing is often used.

@Skiphopbump yes both mine did as well. Out of County independent specialist with hefty fees and travel costs. The failure though to meet the EHCP whilst in maintained provision did an awful lot of harm to both of them.

Well the parents (who know the child best) think the child benefits from it AND the LA will very likely have had professionals (an Ed Psych) recommend it in order for the funding to have been awarded/have it stipulated in the EHCP.... So I'm more inclined to think the child does benefit from it regardless of your opinion on the subject.
Personally my children may take longer to be independent because of their 1:1 support and i'm fine with that. They were miserable and stressed without 1:1 support so not in a place to develop independence then anyway. Ideally they will access a specialist provision where 1:1 isn't necessary but that isn't forthcoming at the moment. A good 1:1 helps build independence when they are ready anyway 🤷‍♀️