PDA in secondary schools-how is it managed?

[LegoTherapy]

Does anybody know about this? At my local school students are expected to do things first time, every time. What happens to students with PDA as part of their autism? There is a tiny (8 student places out of 1500+ students in school) classroom for those with ASD and developmental delays along with some learning disabilities but with how many are now diagnosed or waiting for an assessment for ND conditions (inc my youngest yet to start at the school)how on earth are these children supported? Do they have TAs in each class for support? How does it all work compared to primary?

I'm sorry but I'm reading PDA as public displays of affection and I think you mean something very different 😂

^ I also read it as public displays of affection (and I’m autistic)

Pathological demand avoidance.

Personal development activities? I work in an above average small mainstream-there are basic phonic based literacy programmes for those with the lowest reading ages who may get a couple of hours a week. TAs are spread very thin and often utilised for the whole class and rarely just EHCP kids. Maybe a few sessions of Lego therapy for ASD to improve communication. Resources are extremely stretched. The separate provision is usually for those at risk of school refusal, behaviour, mental health needs.

PDA in this context would be Pathological Demand Avoidance

If your child hasn't started primary yet, please don't terrify yourself about secondary school already.

Currently in England, there's EHCPs which, if carried out properly, means the child’s needs are met.

that being said, DS3 is autistic/ADHD with a demand avoidant profile and he moved out of mainstream in Yr3, and now has EOTIS, which anecdotally, seems fairly common for the profile

Sorry! So tired today.
Pathological Demand Avoidance.

I see! I have only met one pupil with PDA. He did receive a good level of support. Had a TA for most lessons (always core)-not the same TA for each lesson which worked better for him. He’d have a good laugh with one, some who were great at preventing zoning out and others great at calming when in melt down. He had great relationships with support staff. He never needed to access the in house provision.

You need to talk to the school. Also talk to some other local schools. Ask to speak to the SENCo and see what they all say. She may delegate but they should find someone to talk to you.

Officially most schools should be able to manage most children's SEN in the mainstream setting. They rarely have class TAs in secondary. In practice they all organise things differently and have very different levels of flex, understanding and help. Go and ask questions, tell them about your child and ask questions about how they can support young people with his profile. I'm not trying to be difficult - what they say is much more important, is much more critical to your decision making, than anything we can tell you.