I am so stressed- we're trying to get our daughter's EHCP draft amended and the deadline is 26th December. I'm so angry this part is so rushed and is falling at a time of year that is already so stressful in many ways. Anyway.
Our EP report has made a few woolly recommendations of weekly small group social skills intervention and ELSA. Great, fine, But actually the report also says the following things which aren't captured in the EP recommendations and so LA haven't put into the section B and F. We think the things the EP has stated in report - albeit not really captured in recommendations mean DD should have dedicated staff support for 25 hours (learning time) to ensure she can access learning. I requested this change to draft and sent following to caseworker and they've basically said back- EP doesn't make those recommendations at end of her report so no. Where can we go with this?
RE: requirement for 1:1 or 1:2 support 25 hours a week, I refer you to the EP's report, page 4 'Cognition and Learning' section, where paragraph 1 states as follows:
Cognition and learning
Despite X's academic capabilities, she requires a significant level of adult support to
engage with learning. Specifically, X requires adult prompting and modelling to provide and sustain her attention to a task, without this, her attention will wander almost immediately....Often, X will opt out of learning and present with ‘fight’ and/or ‘flight’ behavioural responses (please see social, emotional, and mental health section for further information), likely due to feeling overwhelmed and experiencing heightened levels of physiological arousal.
And paragraph 3 states as follows:
At present, X receives a high level of support from school staff however, she continues to find it near impossible to engage with learning without adult support and personalised
resources. Full details of X's support for learning can be found within the documents
submitted for the EHC needs assessment.
It is my professional opinion that X's overall levels of regulation are considerably impacting her readiness to learn and ability to engage with learning.