Advice re: School please

[Jerbil]

My DS is now being assessed for Autism. We have only just begun this stage (so early that the Psychologist hasn't met him yet). He has been struggling at School with learning. Behaviour wise he is very, very good at School. He is a good boy generally, but extremely demanding at home in other ways. Very emotional and particular.

Whether he pays attention at School is another question. I often think he is in a world of his own. Sometimes you can ask a question 6 times but if he's doing other things you have no chance of a response.

Anyway, he struggles in group situations. We have taken him out of an out-of-school sporting activity because he cannot grasp the instructions and does not enjoy the games where you have to pretend to be other things.

This obviously impacts on him in School with regard to learning. I am also informed by his teacher that he needs visual aids. His teacher has done 1 assessment with him so far, and in that with the visual aids and the 1 to 1 he did very well.

I feel like I have had to be a complete pain to push for this assessment even, and this took 4 weeks to be actioned following it being offered. I have requested more assessments and have been told twice by the SENCO that there are more they could be doing.

How long should I give them?

Another thing they seem keen to tell me is how much worse he could be doing, which I know is true, but actually this is NOT very helpful. As he seems to be lagging behind everyone in his class, when comparing to them it IS significant. A lot of the other children are able to put key words into sentences. My DS is still learning his single sounds.

When I met the psychologist, one of the first things she mentioned was that I could apply for an assessment formally myself. But does anyone know if I'm better off waiting and seeing if he gets a diagnosis first?

He's currently in Reception, and I can only imagine that Year One is going to be a lot harder for him and I cannot believe that he is going to progress in a more formal classroom.

He is on School Action yet he has not got an IEP to my knowledge. Though the teacher has set him a target of learning his sounds this year rather than keywords.

I'd appreciate any advice.

Who is assessing him for asd? What assessment has the teacher done with him and do you know what assessments the senco was talking about?

Regarding applying for a statutory assessment for a statement, general advice on here would be, 1- no you do not need a diagnosis before you apply (some kids never get a diagnosis but still have addtional needs). And 2- do it yourself, don't wait for school to do it.

However, you will need evidence to back up needing a statutory assessment which is why I asked the first question about the assessments you were talking about.

Hi Willmum - thanks.

He's being assessed in a specialist centre which is run by the NHS. It's a multi-disciplinary assessment and I've heard very good things about it. He's already under SALT, again from a self-referral.

He's going to be observed in school soon, and is having ADOS soon too. I am going for an interview about his development with the Psychologist.

All I know about the assessment is that it was for numeracy. SENCO has not been specific about what they are called. Things I need to insist being told I think.

I think him being such a good boy actually works against him.

Having been through my DS (now 7) being in mainstream, getting a diagnosis of Aspergers and moving into an ASD unit (this process took 2 years) I would strongly encourage you to push for action. I'm in Scotland so the system is different but I imagine the difficulties are similar. Our school was v supportive but the Ed Psych took ages and I had to hound the LA to get the provision DS needed. Like you, I didn't want to be pushy at the beginning, but now I realise that as a parent, you are the one who is your child's advocate and you don't get anything without trying every avenue and being willing to make a pain of yourself. That's been my experience, anyway. Good luck. It never harms to ask again, and always get dates agreed by when plans will be in place/actioned.

As he's already being assessed and receieving support from outside agnecies he should probably be at Schools Action Plus level now. He should definitley have a SMART IEP.

As you are finding, unless you drive the situation forward and start demnding what he needs, he'll be ignored.

It may be worth thinking of applying yourself for a statutory assessment. The Ed Pysch would definitley have to see him if the LA consented to your request. Or you can contact the Ed Pysch yourself and self-refer.

"It's the squeaky wheel which gets oiled".
Not my quote but a damn good one when it comes to our children.
I would be inclined to push as hard as you can now Jerbil.
If you sit quietly and do as you're told then you tend to be ignored to a large extent. Ask questions, give them a time frame for written replies.
If they do not reply in the given time frame, chase them up.
Keep everything, keep records, keep emails etc and log 'phone calls.
Start a file now. By the time your child is 5 it'll be about a foot high! But you'll always have reference to what's happened, any changes etc.

Remember this situation well. DS is well behaved and educationally 'not the worst'.
Be warned, children who do not cause inconvenience in the class DO get overlooked. I'm not saying that they do nothing to improve their education, but if a child is badly behaved, they will be attended to first.
You need to be pro-active. The school have had a whole term - a third of his first year at school - to assess him and his needs. Action needs to take place now if he is going to make the progress he should this year. Leave too long and the difference between him and his peers will only get wider.

Thanks everyone. Just trying to get some confidence together to become the pushy parent now. They leave me no option really.

Am taking all your advice - thanks.