Statementing Panic: ASD in Mainstream High?

[TessOfTheDinnerbells]

Am having a think about what support we should ask for but am a bit daunted by the differences between support in mainstream primary and mainstream high.

Has anyone been through this? What support did you ask for? What support did you get?

How do they get support at break times or for homework?

What extra support is currently received in Juniors for your child?. More information here would be helpful.

My DS is in Y7 in a mainstream high school but there is no extra support in the statement he has for either break times or for homework (there is a homework club though).

Mainstreams schools often have activities at lunchtime and libraries. Also being able to be first in line in the dinner queue might be useful? They also sometimes have a safe room such as a SEN/TA room for a child to go to if needed.

Thanks A. This might be a long one then!

We have been extremely lucky to have had an excellent primary that gave him absolutely everything he needed.

He has full-time 1-2-1 support - though currently easing off from this & working towards independence with just extra support in explaining the task and keeping him focussed. The work he produces is now entirely his own.

He uses a laptop for larger pieces of work.

He has "episodes of care" for: SALT (frequently), Physio (frequently for several needs), Occupational Therapy (rarely), Ed Psyc (as needed), Orthotics too - All of which the 1-2-1 manages and follows the programmes that they leave with her. (She really is incredible!)

He has a kind of distanced supervision at break times - to ensure he is not socially excluded, to watch in case he falls or bumps (hypersensitive & also hyposensitive), and to make sure he doesn't disappear off into some hidden corner & become lost or forgotten. This also watches for some remaining (though much improved) needs for assistance with dressing or personal care & dignity.

He also has an IEP which covers some social aspects of his development, e.g. circle of friends & small group work.

His intense interests are also catered for and managed well so that they do not over-ride his day.

He does manage to keep up with the curriculum though with some "reasonable adjustments" for his literal understanding and timing. His homework is also explained seperately and gone through to make sure he has understood what is expected and to cover his language differences.

So am wondering what of these are reasonable in a high school and what new situations / needs will also need thinking about?

Ds is in a unit attached to a mainstream secondary because I knew that he wouldn't get enough support in mainstream secondary alone.
My reasons for wanting a unit are what you would need to consider I suppose.
TA's are generally attached to a department rather than a child so depending on how much support your child has he could have five or six different TA's a day.
You generally find TA's in low ability sets so if your child is academically able there probably won't be a TA in the class or he may be placed in a lower ability set so as to access TA support.
Organising himself and his equipment could be a challenge if TA's remain in the department they are based there is no support in getting him to where he should be with the right equipment.
Lunchtimes are generally cafeteria systems could he cope with the choice and responsibility of cash etc.
Most secondaries have a learning support department that is available for vulnerable pupils at lunchtimes and breaktimes you need to check whether your child would have access to something similar.
Does your child need a life skills programme? Is there one available? What skills do they cover.
Will your child have difficulties with homework? What support is available?
Can your child safely use public transport? Would he need transport provided?
Just my thoughts based on my older kids experiences of secondary school and my ds's difficulties (ASD)

Should also add that he can become confused by discipline in class - would take every word as meant specifically for him & become distressed when another child is being told off as he thinks it is meant for him.

Who would manage his confusion or meltdowns?

And he has poor facial recognition so stranger danger is a factor.

And we would intend to drop him at school gates & collect him at the end of the day but who normally "receives" the child and checks in with him at the start and end of the day?

asdx2 - yes we are aiming for the same sort of setting but are told that he isn't sufficiently learning disabled to allow him full access to a unit!

Didn't think they could actually put him in a lower ability group if they were unable to provide TA at his own level. Surely this wouldn't be legally right?

Not sure whether it is legally right but I have seen for myself with my older children friends with a statement who were top set in primary no longer in the same ability group in senior as my sons because independently they aren't as able.
My ds has moderate autism but is academically very bright however there is a huge difference in what he can achieve in a classroom without support to what he achieves with support.
Fortunately the unit provides full time support by TA's experienced in ASD and known to ds.
I know when I fought for a unit placement I was told he was too academically abled but he is only able because of the support he gets. He will take 8 GCSEs this year and pass them all A to C. Without the support he has had I don't imagine he would have managed a mainstream school and cetainly wouldn't have passed exams.
If you want a unit you will have to fight no doubt but it has been worth every moment for ds.

You really do need to be visiting the mainstream secondaries and building a case for why the support available wouldn't be enough for ds.
I suppose I was fortunate because I had elder children in secondary and so knew how they operated, how much responsibility is placed on the child, what support was available.
I visited each and every school within a reasonable travelling distance and put the SENCo's on the spot demanding very specific details of the support they could offer ds and then I built my case for why it wasn't enough.
Tbh the one the LEA wanted to place ds in pulled out when I managed to alert them to how dangerous it would be to have ds without support in a corridor with a balcony if he was stressed or anxious. Don't think she fancied a casualty or a lawsuit.
My experience has been the LEA will offer the absolute minimum and hope you will accept, once they realise you won't they become more accommodating particularly when you mention you are prepared to go to tribunal.

Agree with asdx2 that you should start visiting mainstream secondaries now and discussing his needs with the SENCO there. What year is your DS in now? What are his social skills like and what kind of support do you think he'll need for the more complex social issues at secondary (bullying, girls, etc)?

I expected DS to go to a ms secondary but when I visited the schools I realised that they were all so huge that he wouldn't be able to cope with it from a sensory/organisational pov. The academic side would have be fine but, as asdx2 points out, the TA support system wouldn't have suited him and he needed much more support with social/independence skills.

In the end I fought for a place at a residential AS school, which both challenges him academically and gives him support with social/independence skills.

With a statement you can ask for any school to be named so you needn't be limited by catchment areas/travel etc.