Teachers do not adhere to Statemented 1 to 1 support, do not believe in sub-levels, make APP assessments up....How much of what parents are told by schools about teaching is a box ticking exercise?

[Regards]

Following on from this thread:
www.mumsnet.com/Talk/primary/1859219-Im-a-teacher-and-happy-to-answer-any-questions

and this:
community.tes.co.uk/tes_primary/f/36/t/381051.aspx?pi2132219857=1

I realised I was incredibly gullible when my DC first started school. What exactly should we believe concerning what the teachers tell us, how much is a PR job to cover up the ugly truth?

I think they could be an excellent fit, if the provision specified in statements was adhered to.

DS' current school is outstanding. I'm really not sure of your point. Don't generalise mine.

some parents seem to want their experience to be the normal, which isn't surprising, after all, noone wants to have been just unlucky.
but really, what would be the motivation to go into teaching and mess up the opportunities for a child with SEN?

The route of least resistance?

teachers who work in rough inner city schools arc not 'following the path of Least Resistance'. so what else?

teachers don't want to ruin the chances of children with SEN, but very very few want to be teachers to SEN children, and they are seen, plus their parents as a bit of a side issue or one of the 'chore' aspects of the job.

How am I supposed to justify something I think is wrong?

Because they deal with a flawed system by playing the system and covering up the fact, instead of admitting the flaws directly to the parent's whose children's provision they are diverting and in some cases distorting that child's actual attainment in the process?

When most teachers do their teacher training, they are looking forward to imparting knowledge and developing skills to typically developing children. Some, have aspirations to find the bright but disadvantage child that they can invest in, some look forward to the challenge of 'managing' difficult behaviour. If SEN is mentioned at all, it is all about helping the poor parents come to terms with it.

I know this. I have read a number of teacher training applications.

I have never seen anything that would make me think 'yay, at last, a teacher that gives a shit about MY SEN child and his potential'.

but many teachers choose to work in schools with higher than average numbers of SEN, so you are not telling the whole story.

And in fact if the teachers have other pressing issues, that give more bang for their buck so to speak, the needs of a minority can get brushed under the carpet.

There is also the issue of SENs being distorted, due to schools clinging on to funding for as long as possible. Statements are not updated. So then the high level of SEN might not give the full picture. The children who need Statements cannot get them. What is needed is transparency not playing the system.

All of this is not the fault of the parents or children though. They are the victims.

IME some teachers fancy themselves as 'outreach', helping those poor little disabled children and their retched parents.

Children without advocates are attractive, especially as there is then no-one to be accountable to. Teachers can work tirelessly to try and get the parents on board, to impart their expertise, to flaunt their 'professional opinion'.

When a parent comes along saying 'hang on a sec, why are you doing it that way, - I'd like to see some outcomes', teachers slam their doors shut.

But this thread is getting sidetracked in an attack on the credibility of parents in an attempt to 'win' and argument and somehow 'prove' that breaking the law is reasonable.

If the teachers would report properly however, there will be some whose funding could be tailed off so the ones who needed the funding could receive it.

But you cannot 'reasonably' break the law!

It is either broken or it isn't, and that has absolutely nothing to do with whether the law you are breaking affects a child who's parents you think are selfish, teacher-haters, idealistic, greedy..........

Mad?

SEN is also used as an excuse for a child to fail

the motivations of teachers that you claim to be the norm and their attitudes to children with sen bear literally NO resemblence to those of anyone i trained or worked with.

it's fiction. teachers think this, teachers want that, teachers are 'really' just x y and z - i don't understand how you feel qualified to a) read minds and b) attribute a hive mind to massively diverse group of professionals. if you were talking about children with sen the way you are about teachers there would be outrage at all the stereotyping, discrimination and prejudice and generalisation. yet you're cool with applying it to another group.

I have said 'some' teachers.

However, I have yet to meet ANY teacher in a mainstream state school that will work in partnership with parents of a child with SEN in any way other than the 'outreach' model of partnership.

Non-SEN kids, yes, I have. But never SEN children and I have an awful lot of experience of these kinds of relationships because that is where I have my greatest amount of voluntary experience.

I am not saying every teacher. Maybe I should have said some instead if the. For that I am sorry. However I was referring to the teachers who have admitted they divert Statemented provision to other children and do not assess properly. Sources, this thread and threads quoted.

Which explains some of mine and other parent's experiences.

Of the

swallowed now are you going to apologise for the generalisations you have made about parents of children with SEN?