Can anyone help with a simple explanation for a teacher? a teacher>

[LightlyKilledCrunchyFrog]

DS1 is struggling atm, not in school particularly but he is bringing his school stress home, big style.

I want the teacher to implement an individual visual timetable to take away some of his anxiety.

She thinks he is "too bright" for this.

Help! I have the Tony Attwood stuff about the angel at school/ devil at home phenomenon, and also have documented 2 occasions I have seen where he has hurt himself at school and been unable to express this to anyone. He is also completely failing to wipe his bottom or wash his hands at school. At home he has a prompt above the loo. Sequencing things is quite a big issue for him (e.g. jammies off before clothes on etc.)

Any tips on how to get them to help?

www.autism.org.uk/Working-with/Education/Educational-professionals-in-schools/Lessons-and-breaktimes/Education-classroom-and-playground-support-for-children-with-autism-spectrum-disorders.aspx

I am in the same position, teacher knows best don't you know. Have a look at the link it maybe useful to quote to the teacher?

That's really useful, thanks wasuup x

Thats ok your welcome this is is the same section

[http://www.autism.org.uk/Working-with/Education/Educational-professionals-in-schools/Resources-for-teachers/Autism-spectrum-disorders-a-resource-pack-for-school-staff.aspx]

Resources Pack

Quote
He behaves OK at school, but at home he is a nightmare...
This is also a common comment by parents and is rarely the result of poor parenting. The over-riding
physical state for most people with an ASD is anxiety. This anxiety is a result of trying to constantly keep up
with demands made by school staff as well as other pupils? jokes and conversation.
It can be difficult for people who have not, for example, come across Asperger syndrome before, to
appreciate the level of pupils? anxiety especially as many have learnt to develop a superficial veneer of coping

• appearing to fit in socially in order to avoid being labelled strange and because many are keeping doing their

best to keep up with school work. However, many pupils with the condition explain that by the time they get home they are feeling stressed, angry and worn out. These true feelings inevitably come out when they are at home and they can vent their frustrations ? and parents and other family members bear the brunt of this. If parents come to you with this kind of comment, especially if they are unclear about what has been going on at school, it can be helpful to work out ways of keeping them in touch with school/homework activities or any particular incidents by using a home school diary or planner. Parents can also let you know of any issues in the same way, so it is important to check the diary or planner on a very regular basis: this kind of two-way communication is a very helpful tool.

www.autism.org.uk/Working-with/Education/Educational-professionals-in-schools/Resources-for-teachers/Autism-spectrum-disorders-a-resource-pack-for-school-staff.aspx

Am a teacher with own ASD kid.

His teacher thought he didn't need a visual timetable. I argued that though she didn't think he needed it - he needed it for times of 'wibbling' and he could refer to it if feeling vulnerable and anxious, so no, he didn't need it all the time but it had to be there consistently.

It took her a bloody long time to implement it.

Voila! he's a lot calmer - d'oh!!

Tell her to download the Autism IDP (Inclusion Development Plan) for some resources/info if necessary.

Now schools cannot use Sparklebox it takes a lot longer to produce these resoures (which may be what's holding her back a bit)

Hi Spinkle- Could you help me on my post as well? I have been called into "the office" to discuss" this afternoon!

Now we have managed to get Inclusion Team to visit DD in school weekly to help with the same issues, lack of understanding/support, she gave them visual timetable for the whole class to use, which they happily agreed to.....that was two weeks ago, still not up. :( Im taking the NAS guide to teaching children with ASD in...I doubt shell read it though.

I met with Inclusion today and discussed my concerns, she raised the same issues. They say yes, nod and listen...then do nothing or change things. Calling in the big guns...her boss...but looking to move house/school next year and get a statement.

Went surprisingly well, I wonder if the IEP meeting was so rubbish because the HT was at that .

She was very receptive, I'm sending in his toilet symbols and she is going to introduce a visual for things changing (ie, not following the timetable) as happened on Tuesday - that has destroyed our week, so a visual will help I hope. Teacher and general LSA are also going on a course, excellent news.

Also had (older) DD's parent interview and had to explain to the teacher that yes, she is being bullied, but sadly, it's at home by her brother. Her work is excellent but her behaviour is very needy/ like a bullied child.

Anyway, thanks for tips etc!