Classroom support - does in create dependence in the child?

[Eulalia]

I know there are a few teachers around Mumsnet so thought I'd cross reference this here for them, and also any parents who have experience of this.

I posted my orginal message on the special needs topic here .

Thanks.

I work with quite a lot of students who have had one to one support during their school years. At college level, it can get really frustrating to encounter those students who are very much prompt dependant. They seem to use the lack of full time support as an excuse to do nothing at all. However, having said that, those students tend to be the ones at the upper end of the spectrum or those with behavioural issues who tend to present like this. To a large extent, I think, it's about peer group approval. They are, often for the first time in their lives in a whole class with similar abilities. It often takes them a good term to realise this, and in the meantime, rely on the sort of behaviours that got them through school i.e. 'I'm not able to do this on my own therefore I will wait till I'm specifically told exactly what to do personally before I start.' Believe me, this can get very frustrating in a group of 20 students where half of them act like this. Eventually what happens is they realise the work is at a level they can cope with and gradually wean themselves off the constant need for endless prompts.

However, I have NEVER taught a student with autistic spectrum disorder who genuinally seemed prompt dependant. I know this is college level, 16+ and may not specifically apply to you, but every student I have taught who is autistic in some way have all been, once we navigated our way past their particular behaviours, a delight to teach.

Thanks slug - he can tend to appear not to take the initiative but that's because he genuinely doesn't know what to do. I can see it would be a problem if he came to always be told what to do. The more I think about it the more I realise he is at low risk of being dependent. At home he is always wanting to do things for himself and can get annoyed if he feels he's not good enough to do something.

The difference between him trying and not trying is huge and I think he is actually quite bright. At the end of hte day he's got to do things - learn to read AND learn indepedence. I think is probably difficult for him at the moment to do both at once.

Eulalia my friend's daughter is very high functioning. She had full time 1:1 help in school and was doing excellently- making real progress. New SENCO has decided she doesn't need the support (even though 1.0 1:1 is specified) and has removed the support. She's been holding it together in school and letting rip at home until today whe she refused to go to school. Huge mess to now sort out - all the professionals involved with her- autism outreach, psychologists etc are tearing their hair out because its been a huge step back. Go for as much support as you can get. Your SW is right. Any support needs to be withdrawn gradually.

Thanks again.