Yr 10 Options.... restricted choice due to SPECIAL NEEDS (ASPERGERS) RANT!!!!!

[MUM23ASD]

I apologise if i should be posting this in Special Education...but i want ALL YOUR OPINIONS/ADVICE

my son is at the point where he has to choose his options for gcse.

he is in mainstream school, not statemented, and has some help on and off in some lessons (a T/A scribes for him as his writing/organisation skills are lacking)

now...here's my problem....

last july he was very depressed- and as a result school suggested he move down to lower level - mainly due to his poor written skills in english and maths- as then he'd get shared TA help.

so we agreed- and he is happier- and has pages of maths work that the assistant has written for him- so his self esteeem is higher.

however, tonight we discovered that because of this...he cannot choose the subjects HE IS CAPABLE/GIFTED (Yuck! I hate that word!) at doing...to the level he is ABLE to do....because he is in the lower stream!

his strengths are ICT and electronics- and at his current level he would only be able to work towards the lower level pass...wheras he was said to be already capable of a gcse last year ... and the "systems and control gcse he really would do well at as it includes computer chip programmming - is not open to him at all.

my point is that last july when the lower level was offered- at no point did they warn us that this would limit his choice for gcse's

i am seething at the moment- as i feel strongly that he will be missing out on achieving higher grades- whereas if we'd left him at the higher level- and FORCED the school to support him better in those classes...rather than take what i now feel was the 'easy option' for the school...then he'd be able to take these subjects.

part of the problem with his aspergers is that he is very able (in his head) but very 'unable' when it comes to writing...so since age 6 he has forever been frustrated as he has loads going on in his head- and i just feel that its wrong to restrict him doing the subjects that he is good at- when by rights, school have a responsibilty to make sure the curriculam is available fully to ALL STUDENTS...

if he had no hands would they insist he did 'lower level work' because he 'cannot write'...no...he'd have help and equiptment to allow him to work at the level he is capable of....i hope i am not offending anyone- just feel so cross that yet again...he is being overlooked because his problems are not obvious.

You are right to be seething - heartbreaking for all of you. My first impulse would be to make the most immense fuss - using words like 'discrimination' and' contact my mp/papers', but then I would worry this could make things worse. No help from me, but huge sympathy

I think you need to go in & talk to the SENCO & relevent teachers. If they hadn't warned you that this might happen if he moved classes, then that's bad. On the other hand I suppose they want to be sure that your DS isn't stressed too much if he wasn't coping well in the other classes??
I'm assuming it will be easier to get TA support in the lower ability classes as that's where they are normally needed.

I know exactly what you mean in terms of his strengths & weaknesses as I support pupils with aspergers in secondary

thanks both of you.

lucky- yes i worry that any ranting i do will make things worse for him at school.

whizz- i have requested he be seen by EP - school have added him to waiting list- and expect it to be september when he gets seen-as i just want to be sure what his needs really are...as he is medicated (like ritalin) for ADHD and is very passive- and often he releases stress at home- so school just see him as a quiet well mannered boy- negatives being forgetful, disorgansied and a bit of a dreamer.

at the end of the day- at the worst- i see the next 2 years as just a matter of him getting through them as happily as possible...and am 100% happy that if that be at the lower level-to ensure support- then that is fine- as i really have no concerns for him as to independant life as adult/jobs etc- as he has already been noted by a family member as 'good prospects with his own company' (computers etc) . I see my son as one of those quiet ICT blokes in the corner- tapping away at the computer- earning a decent wage- no social life- but happy.

alternatively though...would love to do what ever i can to facilitate things so that he gets to reach his full potential.

I only have one little DS at the moment but v sad to read this. I would understand why this is the case ie timetabling and as long as it is not impossible for these reasons fight the school like hell for your son. My brother is registered partially sighted and attended mainstream school with a TA where needed. When he came to choose his GCSES they announced he would be doing Home Economics which he didn't want to do. My parents had to fight to get him to be allowed to do Design Tech - telling the school they didn't care if he failed it. Anyway he got a B and went on to acheive a 2:1 at University. I believe my brother was more motivated because he was studying something he wanted to.

I have a ds with Aspergers who is 10. His problem is behaviour within the classroom environment and unstructured activities etc. He is too bright to be statemented, but I am going to press ahead for one myself.

Would your son be able to do his work if he were allowed access to a computer to type up his work or to write down notes, fgures etc.?

Just a thought......

littone- thats a great story about your brother!

from what i understand the timetabling IS the problem...basically 'route one' kids (high) have one timetable and 'route 2" (lower) another.

so i can see that he cannot do a mix of both levels as the lessons clash...but what my concern is that ...he could just about manage in the higher level for all subjecst- and like you said about your brother...we'd admit he'd not pass them all...but then at least he'd have the oppertunity to excell at what he is good at...whereas if he is left in the lower level...he will maybe achieve a greater number of grades...but not be able to even study one of the subjects he was encouraged to aim for 2 years ago...and for the ICT at the lower level he cannot get higher than a grade c...and he was predicted last year to already be above that.

here is the part of the schools mission statement from website...

"To provide opportunities for all pupils to learn and to achieve their full potential in all aspects of school life."

so...can i aggue that they are discriminating against ds achieveing what they state as 'full potential"?!?

That really sucks MUM23ASD & I'm sure you will pressing the school for answers as to why your weren't warned about this & what exactly they can do/can't do to remedy the situation.

Would changing schools or Home Educating so he can take the subjects he wants to be worth considering?

If it's any consolation (which it probably won't be) I went to a very high achieving private school and was in the lowest set for maths and science and was forced to take the basic papers, despite having no special needs etc. I think the school just wants to maximise the grades that a pupil can get.

Go and talk to the SENCO. DD3 16 has Dyspraxia and will have a scribe for her GCSE's. She does not have a statement but is on school action plus. She is doing the foundation level in some subjects. But she is proabbly going to do the higher level IT paper. She does Music, Drama and Art and there is just one level for these subjects and she is doing the same as her peers.
The only trouble we had was with her Welsh teacher who wouldn't enter into the GCSE at all and she has ended up doing Entry level for that which is very easy for her,

Lorns said: He is too bright to be statemented,

this is a big misconception - children don't have to be struggling academically in order to get a statement - ds1 has a statement and yet when his IQ was tested as part of the diagnostic process his score put him in the top 0.2% of the population

however the fact that he's ludicrously intelligent doesn't mean that he doesn't struggle at school in many areas

Lorns said: He is too bright to be statemented,

this is a big misconception - children don't have to be struggling academically in order to get a statement - ds1 has a statement and yet when his IQ was tested as part of the diagnostic process his score put him in the top 0.2% of the population

however the fact that he's ludicrously intelligent doesn't mean that he doesn't struggle at school in many areas

Hi Mum23ASD,

I was resently chatting to a mum on another forum. Her DS was also very high acheiveing and was turn down for a statement because of this. She appealled, got a private report from an Ed pysc, which proved that her son was under achevieing because he was not working to the level of his IQ. They actually got a place in an 18,000 pound year specialst school for boy with AS. Funded by the LEA.

I think this is very wrong, but then I am very anti streaming! At school we had sets for each subject (with the exception of RE/PSHE etc). You could be in top set for Maths but bottom set for English etc. I think your childs ability in every subject should be taken into account.

...and it just gets better....

he came home from school today- in pain

was 'tackled' by another boy in P.E and have just returned from A&E with him with a cast on his arm for a Scaphoid fracture

i have raised the issue of him having problems in PE so many times...even his IEP has a little about how he is known to fall awkwardly as he has 'lose joints'...and falls awkwardly.

my DH is absolutely furious tonight as school did not phone us or send him home with a note- and he is going straibght to school tomorrow to ask to see the record of this in their accident book- as he is a trained first aider and knows the procedures.

they have said it could take up to 6 months to heal (likely 'only' 3 months!!!)

good bit about that is...school will HAVE to provide TA help in more subjects as it is his right hand!!!! and he's right handed!!!!

SATS coming up in May....sad that he'll probably now get TA help because of a 'physical' problem....still...he is so relieved he won't be doing PE for months if we can wangle it!

DH spoke to deputy head today by phone- she is going to 'check' if what we say about DS abilities etc is correct- and call us back monday.

fair enough as she has to hear both sides- as we are bound to see things as we do.

we also explained that IF he were allowed to join the higher level- and teachers agree with us that he has all the stuff going on in his head- knows the answers- but cannot write them down- that we would provide a laptop NOW so he can demonstrate from now to july why he should be allowed to work at the level he is capable of.

he aslo told her about the PE incident.

he aslo went to school to talk face2face with PE head- who had only heard about the injury because i phoned scool 'absense line' and left a message steteing what happened and how i was amazed that all the offender got was a 10 minute after school detention.

the PE head then advised DH that he had gone to this lads class by 9.30- removed him and 'put him in issolation' for the day- DS said "well that's better"
(last night DS wanted to shove his plaster cast in that lads face-part of why i kept DS home today- he actually kicked me last night infront of the nurse because he was so angry about this lad getting just a 10 minute detention)

Some stuff I used to get support for my dyslexic ds may be of interest - The Disability Discrimination Act (DDA) 1995, is legislation designed to protect people with disabilities, to ensure they are not discriminated against.
Under the Act, education and training providers, employers, trade unions and service providers have a duty to make reasonable adjustments for disabled people, so they are not placed at a substantial disadvantage in comparison with non-disabled people.

According to the DDA, a person is disabled if they have a physical or mental impairment that has a substantial, adverse and long-term effect of his/her ability to carry out normal day to day activities.
This would include people with physical, mobility, visual or hearing impairments, dyslexia, medical conditions and mental illness (if it is recognised by a respected body of medical opinion).

(Higher Ed section ? check if same for schools)
The purpose of this legislation to give disabled people the same opportunities as non-disabled people so that they can benefit from any available education and related services.
Part IV of the Act (Originally the Special Education Needs and Disability Act 2001) makes it unlawful for education and training providers and related services to discriminate against disabled students or potential students, without justification. Providers, such as, higher and further education institutions, Local Education Authorities and further education colleges are also required to make reasonable adjustments to ensure that students are not placed at a substantial disadvantage.
To prevent discrimination, providers have an anticipatory duty to put in place a range of adjustments, such as, hearing loops or providing alternative formats, so that students with disability can access information.
Making adjustments
This might include changing admissions, administrative and examinations procedures, or adapting the physical features of the premises or changing the layout of the classroom to anticipate the needs of students with disabilities.
Providing additional teaching, communication and support services or offering information in different formats are other ways of anticipating needs.

New DDA duties for General Qualifications Bodies
Under new amendments to the Disability Discrimination Act 1995 (DDA) which came into force on 1 September 2007, it is now unlawful for general qualifications bodies to discriminate against disabled people.
Protection for students
General qualifications bodies are those which award qualifications such as GCSEs, A levels, GNVQs, the International Baccalaureate and other non-vocational exams, as well as their Scottish and Welsh equivalents. Exam candidates are now protected by the new rules and general qualifications bodies cannot discriminate against them. Exam candidates can expect general qualification bodies to make reasonable adjustments, such as allowing extra time or providing exam materials in alternative formats.

Under the legislation, the following tests are applied to establish whether or not there is a disability.

• a. Is there a clinically recognised impairment?
• b. Does it have adverse effects that are substantial (i.e. more than minor or trivial � but consideration should be given to whether the effects are substantial in the 11+ test situation even if they are not otherwise substantial)?
• c. Are the effects long term (at least 12 months, although the effects do not have to be the same throughout)?
• d. Are there effects on normal day-to-day activities (e.g. the ability to concentrate)?

thanks swedishmum- all that is very interesting...is that to do with statementing?
I feel it is- and that could be just what i need as he is not statemented and everything seems to hinge on'is he statemented?'...noone ever just seems to just accept that simply having a disability affects his life-and statementing makes you have to 'grade' the person to just how badly they are in need- there are so many in need - and alot of what us parents of ASD/dyslexic/ADHD etc UNSTATEMENTED children desparately NEED for our kids SHOULD be provided automatically at school- as apprently IF we go for statement- and are refused-its often because what the LEA will end up recomending IS ALREADY AVAILABLE...and the school did not think it relavent to that child.

so...this discrimination stuff IS interesting to me....as i am not asking for the school to support my son 1:1...nor to provide the laptop (we are happy to do that)- nor do we need buildings to be adapted etc etc....all we need are along the lines of this bit you typed:

"This might include changing admissions, administrative and examinations procedures, or adapting the physical features of the premises or changing the layout of the classroom to anticipate the needs of students with disabilities.
Providing additional teaching, communication and support services or offering information in different formats are other ways of anticipating needs."

so thanks!! :0

oops...merant that what you typed is NOT linked to statementing!!!!!

No it's not connected with statementing - ds is school action and is never likely to be statemented. In fact in many areas he functions at above average level but because he is officially diagnosed, is entitled to understanding. Still underachieving for his ability.
Will check out some of my contacts for you tomorrow.
DDA covers pupils regardless of where they are on school system if they have an "approved" diagnosis - certainly worth you checking out. New legislation only came in last Sept I think. Will check on stuff tomorrow when I haven't had friends round for food/wine....

done a bit of research.....

found this

"A child who has a disability may be assessed under the Disability Act or under the
Education for Persons with Special Educational Needs Act 2004. If a special
educational need is identified as a result of the assessment of a child under the
Disability Act, that aspect of the assessment must be referred to the National Council
for Special Education or to the Principal of his or her school. Health needs identified
in an assessment under the Education for Persons with Special Educational Needs Act
2004 will be dealt with in a Service Statement under the Disability Act."

so next step to find out how to get the "assessment under the Disability Act or under the
Education for Persons with Special Educational Needs Act 2004"

any ideas?!

WOW!!!!!!

deputy head just called me- and has spoken to his teachers and is happy to allow him to join the higher group...but has reservations about his abilty to keep up with the recording of his work.

so she advised he still use the basic word pro they provided...as that is all they believe he needs...however...is happy if we believe he needs a full laptop...and we provide it...then yes thats ok too.

that does annoy me a bit...but shall view that as another battle for another day.
in that we have to demonstrate (by him doing some great work) that a laptop is better for him than the alphasmart they have given him.
then when we have the evidence we push for school to provide it.

the main thing is that the teachers agree with us that he has the potential to work at the higher level....

when i also told her that I spend maybe 1 hour every night just sticking his worksheets in his books and sorting/organizing his bag and thats additional to the variable time i spend 'guiding' him on how to tackle homework etc...she said that our support was recognised by many of the teacher!

so that was nice to hear!

so...the DDA stuff you gave me may still come in handy with the laptop provision- as we have an OT that has recommended he have a proper laptop- as the alphasmart only has a narrow screen and ds struggles as he needs to see a whole page to order his work.

so thanks to you all.