Another statement query

[Willmum]

Hi again, (sorry for all the questions)

On to part 3 of the drfat sataement.
My soins ed psch has made lots of suggestions such as

He would benefit from

TEACCH
Write from the start programme
Social use of language program

etc etc

However, she doesn't say who would moniter these. I know the school/ta would be delivering them but who moniters there set up /use/ is it just school or is it usually ed pscy or someone else?

I've tried to get in touch with her for the last few days to query this but typically can't get hold of her and need to send my draft back imminantly so if anyone uses these programmes could you let me know how it works for you.

Thanks

Benefit is a weak word that should not be used. Will be provided with is unambiguous - that's what you need to use in Part 3.

I don't know about monitoring them by Ed Pysch or other Agency - I doubt that happens.

Monitoring is what the IEP is for - setting targets and seeing if they are reached (by TEACCH, write from start programme etc etc).

Remember - don't use wishy washy words - use words that force them to deliver

Thanks wet, 'benefit from' were her words (and the lea's) I intend to change them as you suggest, I just wanted to put who would be monitoring if it should be someone other than school.

Can I just ask (since you very kindly reply for part 3, should they be general or more specific? The lea has written things like - To improve his early learning skills (whatever that means).
I want to add some like - improve his attenion span, but don't know whether these should be more specific (like iep smart targets), or whether To improve attention span, is appropriate given that the objectives are supposed to be a longer term objective.

Hope that makes some sense.

Thank-you so much. Glad you're still here!

Re the monitoring thing - It's more important to state in Part 3 who will be delivering it and what experience / qualifications they have to prove their compteneceto do so. So you have things like 'suitably qualified TEACCH' teacher etc.

Otherwise you just get any old person trying to teach TEACCH.

Part 3 should be very spefic

who delivers what for how long and how mnay times per day/week/month in order to do what.

So a suitably qualified TEACCH practitioner / teacher will work on a 1:1 basis with Child for 2 hours per day, 4 times per week to improve (whatever TEACCH improves).

In Part 3 make sure you get 'IEP will be reviewed termly in partnership with parent' - (that was my solicitor's advice).

In the IEP you have a complimentary SMART objective to measure whether TEACCH is delivering the benefit.

What you're trying to do in Part 3 is draw up a really taut contract for support with no wiggle room for the LEA.

Hope this helps

Brill thanks, I have no idea what TEACCH is? I just assumed ta would deliver it, never thought about training doh!

I'm not sure sure how I can get time specified though as there is no mention of anything like that in the reports and ed psyc won't return my calls. I did ask her this when she first wrote the report (as well as more recently) and she never gave me an answer! {hmm}.

I need to get my version back to them by this Friday, I'm guessing she won't call in that time.

I'm pretty sure I'll have to tell them to finalise statement and go to tribunal so would it be worth 'making up times' etc with a view to getting confirmation of appropriate times etc before tribunal. (Conscious of them only negotiating down).

I can pin down times for salt and OT as I have private reports which specify this, it's just the stuff from the ed phsc.

Thanks x

Don't take your lead from their Ed Pysch. She won't give you suggested times, durations, frequencies - her employers would slay her!

However by law all Statements must be quantified. The nly excuse they can use for not quantifying is to leave flexibility for the benefit of the child - not the LA.

Just write what, to you , seems a reasonable amount of time to spend in support activities . Your're right to exagerate a bit because they'll try to knock you down.

Google TEACCH and you'll see what it's about and learn about who should deleiver it etc.

Do't forget what they call 'unstructured' time - playtime and dinner time. Put some words about any support he nneeds in these periods.

I think the IPSEA webiste may have some bits on it about what a 'good' statement should look like.

Crack on!

Great again, thank-you, They've given him 27.5 hours (which they tell me is full time!) but this obviously doesn't cover breaks/dinners when he most needs help, so I intend to bring that up too.
They'll bloody hate me by the end of this but I'm so determined they are not getting away with crappy provision, because they think they can.
Thanks x

Oh - it's ASD isn't it?

Add a piece about teaching social skills and social awareness through 'social stories'.

Could also add specific sessions to help him understand his condition and refine teaching methods to his style of learning.

Bottom line - as I was told by IPSEA - you can put absolutely anything at all in a Statement if it delivers support required to assit the child in overcoming a difficulty.

Even horse-riding I was told

27.5 is excellent amount of time.

Make sure it's 1:1 if you can.

It's not the actual time per se - it's how that time is used.

Sounds as though you'll get a good Statement from all this.

Here's some general advice on what a good Statement should include
www.epilepsy.org.uk/info/education/parents/england-wales/educational-social-needs/sen/statement-special-educational-needs

Thanks again for all the above. TBH the hours where the one thing that really did surprise me. The trick will be getting them to remove the 'anxillary adult support' part and put' 1:1 trained ta in it's place.
I could be tempted to chuck horse-riding in just to see what they'd say, were it not for the fact that he's really allergic to horses!

Thanks again you support is invaluble. x

How about music therapy instead of horse-riding?