Is this true, or a load of ole bulleux

[StarkAndWitchesWillFindYou]

Primary set an IEP and presented it as a fait accompli, even when I made objections.

They then said that they can't do anything about it as it isn't up to them, it is set by the LA and they can't change it.

Please can someone tell me my rights? If only how policy cannot drive provision to meet needs.

[StarkAndWitchesWillFindYou]

And forgot to say, he has full-time 1:1, weekly SALT and OT and 3 hours of autism outreach.

Seriously, with that level of provision he should be making a hellova lot more progress than that.

But even if I were the most deluded parent on earth, that gives them no right to lie to me and present targets as a fait accompli.

[mrz]

Actually Christmas is 1/42 of the way through his education and as he has a statement they could well be targets identified in the document. I'm afraid earlier advice was given without knowing all the facts. Statements from the LA usually identify targets which the school must meet.

[StarkAndWitchesWillFindYou]

The only concrete thing in his statement is that parents must be liaised with on all aspects of his educational provision.

Everything else is wishy-washy and whilst there are very broad areas for targetting, there is nothing that says these targets should be set as they are written in his IEP.

A better one would be 'for ds to have a spontaneous 4 way exchange with a peer', which is where he should be according to our private EP, and 'sit and listen in a group of 10 and answer 5 questions from the teacher'.

[mrz]

5 questions in what time scale?
I'm really stumped with a 4 way exchange with a peer...sorry!
I actually think they are quite difficult for a non ASD child

Does the school have the information from your private EP

[spanieleyes]

How do you work on having "spontaneous 4 way exchanges" As soon as this becomes a target it is no longer spontaneous.

[StarkAndWitchesWillFindYou]

Mrz, in 20 mins.

[mrz]

good grief! [shocked]
How many children in the class?

[StarkAndWitchesWillFindYou]

You work up to spontaneous. You do lots of contrived prompted exchanges, until it becomes automatic. First the exchanges will be learned, but provided there is work on generalisation, new and novel words, and sentences emerge.


I've given the school a billion pieces of paper, but they are only interested in the ones given to them by their own EP who has never met ds.

[StarkAndWitchesWillFindYou]

30 children. They are split into groups of 10 for 30 minutes regularly throughout the day. Questions can be asked during lining up etc. like 'where is your coat?'

He has a full-time 1:1 who can do it anyway.

[StarkAndWitchesWillFindYou]

and once a week he has 2:1 support.

[mrz]

To expect any 4 year old to answer 5 questions in 20 mins in a classroom situation is naive on the behalf of your EP I know only one or two of our 30 reception children could do it.

[StarkAndWitchesWillFindYou]

Well our EP isn't expecting any 4 yr old to do it, he is expecting ds to do it, with his particular set of characteristics, and because he can already answer 3 questions in 20mins.

There is no point in comparing a child with ASD with his nt peers.

[mrz]

and it's no good comparing what a child does at home or in a 1-1 situation with how they cope in a new setting with lots of other children and distractions.

[StarkAndWitchesWillFindYou]

I was talking about a peer setting.

[mrz]

I think your EPs targets are ambitious within a school setting but wouldn't be out of place in the home sorry.

[StarkAndWitchesWillFindYou]

Where would I find 10 kids in the home?

LOL

Okay, well thanks for your input. I think the real issue is that the targets were set by a qualified teacher who has also been a headteacher of a nursery.

[mrz]

And I'm a real teacher (16 years teaching reception) a SENCO and mother of an autistic son

[StarkAndWitchesWillFindYou]

Well the trouble is, that the targets they have set, quite apart from not really being measurable, is that they will allow the gap between him and his peers to widen.

If the ones I have suggested are too ambitious for the setting, then they should have suggested ones they can manage that aren't going to be detrimental to his development.

There is no POINT in him being there is he is going to deteriorate in relation to his peers.

[mrz]

From the settings point of view it might be viewed that his short term target is to fit in with the other children by answering good morning in response to the teacher saying good morning to him which requires him to listen while in a group of children and answer (although admittedly it isn't a question)
His target to sit next to the same child seems a bit odd but the interaction at snack time seems appropriate and play a game and taking turns is a good target for most 4 year olds not just those who are ASD.

[StarkAndWitchesWillFindYou]

Hmm. I don;t mind short term targets like that. Don't think they need to be put in an IEP though. It took 5 professionals 5 weeks to write the last IEP (the one I disagree with) and there is no advice or strategies etc.

Can't see him even needing to say good morning as a target for the 5 weeks it will take them to write the next one.

[spanieleyes]

We set short term targets on our IEP's which are then updated as and when they are achieved, so within a 5/6 week period some children might have 3-4 incremental targets leading towards a longer term one, some may have just one depending on the progress they are able to make.