DS (Y3 and AS) had a statement for 20 hours issued in Jan.
It has several support packages in it e.g. twice weekly SALT, OT, social communication, literacy.
School who, for the last two years have been saying he is fine and doesn't need help, took one look at the statement and panicked. They wrote to the LA as part of the SA process and tried to reject him, telling the LA he had 'challenging needs' and needed a more 'suitable physical environment'. Of course, they didn't speak to us about it first.
Statement was issued for school despite this. We are appealing as some of the provision e.g. SALT is poor. We have expert reports.
A TA was hired in Feb. She has no TA qualifications or experience of autism. She has what she describes as a 'high maintenance' son who has needed help at school but hasn't been through statementing herself. She has worked with children in different contexts.
Two months after the issue of DS's statement, his support packages are not in place. I wrote to the LA and have had no response so I have now complained to the LGO. DS is still in part-time schooling.
We have just seen the EP for the first time since the issue of the statement because of my pushing for assistance. Likewise SALT are coming in this week.
I have battled to get this statement for a long time and school have been an obstruction if anything.
My problem is the TA is clearly feeling completely undermined by me. At a meeting yesterday, she said she disapproved of DS being withdrawn from class. I asked when this was happening and it was for movement breaks etc. I said not to do it if she felt it wasn't appropriate 
She also complained about all the packages he has to do. She says she needs time to be trained and then when I push for training, she says she is doing all these things anyway in her own way - she uses 'alternative therapies'.
It is difficult because LA and school are dragging their heels about the basics e.g. social skills package and she is saying she is unsupported. Then when I push for support, she is saying she feels he shouldn't be withdrawn to do these things anyway.
She is also complaining that she has so many things to do (e.g. literacy etc) that it is stopping 'her work' with him
I completely agree with her that 'groups' are often seen as the cheapest way to offer provision and they may not be the most effective. I also agree that he should be in class.
I have spoken to her at length about this this morning and explained that I didn't write the statement but that we do need 'experts' to come in and advise as that is part of the system but that I respect her knowledge and commitment.
However, I feel that this must all seem like too much hard work to her without support. I think she is a want away! I also feel that she will use my efforts to implement the provision as an excuse e.g. 'mum's insisting he be withdrawn from class which is against my principles.....'
She's also started commenting about his self-esteem ....... to me, working eves and weekends so I can support my child who isn't coping at school full-time!
I feel like I've got to support the TA now too! But its not as simple as training as she clearly feels she doesn't want anyone else involved.
What to do???