School problems (already) advice please

[Jimjams]

Have some fairly trivial school problems I've just been made aware of.

1. The teacher is inisiting ds1 sits on for the whole literacy and numeracy hour (please tell me there aren't two of these a day- is it one hour of the day?) which is all well and good, but he's not going to understand a word of it. The govt apparently says he has to "have access to the entire curriculum"- well yes but if his language skills are below that of his 21 month old baby brothers then sitting in a room of other children doing literacy and numeracy is not the same as having access to the curriculum.

2. there is a handdryer in the toilets which he is terrified of. He has now wet his pants twice becuase of this (and it also means he won't go in public toilets if he sees a handdryer). It was suggested (by his nursery manager) that as he is going to the toilet seperately the handdyrer is switched off at the wall when he is in there so it can't go off accidentally- but no go- the teacher won't have it.
3. I haven't got a home-school link book. I need something as I have no idea what goes on in there (obviously ds1 can't tell me).
4. Other minor stupid things like he'd just learned his LSA's christian name but has now been told he has to call her Mrs X. He can't say anything remotely like Mrs X. it doesn;t really matter because he only ever said it when he was saying goodbye anyway but I think its kind of sad he now can't say anything. I don't really mind about this but I think it just demostrates they don't really understand how far behind he is.

Now I think the literacy and numeracy hour would be a good time for him to do his one-to-one work with the LSA- surely there's a way that can include literacy anf numeracy.

None of this is major as he only attends 5 hours a week at the moment. Just wondering how best to go about addressing concerns. I don't want to go in like a bull in a china shop within a couple of weeks of him arriving. I think the very good autism outreach worker is in tomorrow and I'm hoping she'll sort out something about the hand dryer (whether its a phased introduction/desensitisation to it or turning it off) and also the literacy/numeracy hour.

I think overall I'm just worried as I think the school are expecting too much. They are expecting him to be able to behave like a normal kid, when he can't. Of course its all early days- did anyone else have these sorts of problems initially and how did you go about sorting them out?

JimJams - have you spoken to the Head? Maybe he/she might be more understandng of all this as it seems the class teacher doesn't understand at all. If you can get the LSA to come to the meeting with you too - would that help? The school agreed to take on your boy and should surely have to make sure HE can access elements of the curriculum that are suited to HIM.

I know this doesn't help but it does seem a lot for him to take on, and the school souns like it needs to be doing more. Good luck.

Hi JimJams - I really have no advice whatsoever, but just wanted to I'm really sorry that you have so many concerns. I hope the school listens to your concerns and somehow between you, you find a solution to all your concerns and come up with the best way to deal with them for your son.
It's so hard when even something like saying a teachers name and popping to the loo become big hurdles for you, both, to overcome and work out how to deal with.
Like I say no advice but tons of sympathy and a hug if you'd like it! {{{{{}}}}
Thomcat xx

Jimjams, when you had the reports given in for his statementing process did you have the portage report sent to you? If so does it outline his age level, personality traits and where he is moving towards in terms of development? I am just thinking of ours you see and it showed our dd in a much better light than the other reports (and statement). Do have access to his portage sheets you know the 'they can do this - skills emerging etc.' Because they might be helpful aswell.

Would they be able to take him to the toilet alone so that the hand dryer is not turned on and for him to have a handtowel? Why does he have to call his support worker Mrs X, have you asked? Maybe you just should mention in passing that this is confusing him as he knows her by her christian name and anything else is just too confusing for him.

Put a little exercise book in his bag. Our dd has one and it is wrote in every day by the teacher and by us on a weekend to back up her memory skills(!) Just ask politely if she would mind writing in it because as he has learning difficulties it is easier for him to learn things if his school day is talked about at home too. Do they not have a timetable of his day/week they could photocopy to send home to you?

Even though our dd is at 'special school' she still has to have access to the cirriculum but they work on p3, p4 and p5 which is lower than foundation level. Can they not implement this for your son? Has the teacher had training at an Key Learning Centre yet?-maybe dont ask this one it may sound cheeky

I would make your concerns about his support workers name, the hand dryer and the exercise book/timetable verbally to begin with. The cirriculum stuff I would most probably write a letter with some additional information (ie reports and portage sheets if possible) that may be 'helpful' to them. It is amazing how little information some teachers given. Our dd's teacher had hardly any information on her level of understanding and I photocopied stuff for her which she said was very helpful, so just ask.

Sorry to have waffled on, hope I am making sense today

OMG I didnt realise it was so long!-sorry

I would question the literacy and numeracy hours with his teacher. He may be part of the class for both hours (they may not actually be hours - how old is you ds?) but he may be working with a special group or even 1-1. Inclusive (or so I was taught on my PGCE) means that children have to be tauight the same objective for the lesson but at completely different levels and it maybe your son needs a differetn objective anyway. Can you ask to meet the class teacher and ask how she intends to provide for your child within the literacy and numeracy hours. When I was on teaching practise I had a boy with severe learning diffuculties, but he had an LSA who did 1-1 within while the rest of the class was on the carpet and then he worked within a small group during group work again with an LSA. But again you need to rasie this with the teacher - I guess your son is getting support from an LSA?

I think she (the teacher) is being unreasonable about the handdrier - especially if its making your son wet himelf. I am irrate on your son's behalf.

I don't think any of the points you raise are trivial!!!!

Jimjams, this teacher sounds completely wrong for DS1, did you get any hint before he started that she was going to be like this? Does she not believe in mainstream education for SN children or something? Definitely think you should speak to the head if the teacher won't co-operate with you. I am irate too about the hand-dryer - how petty!

Jimjams

Sorry it is not going smoothly.

Is the LSA separate from the school staff. If so, isn't it up to him/her what your ds calls him. They are surely more in tune with his capabilities. Similarly do they feel that he is coping with the numeracy/literacy lessons, or does he need some separate time to start to understand what is going on and get used to the routines.

Can't believe it is anyone's interest for your ds to wet himself rather than face a toilet with a dryer.

It does sound as if his life is being made unnecessarily difficult when he is already facing a lot of changes. Agree that the communication book is a good idea - I'm sure they take the trouble to send notes home for those kids who are reading etc so why not your son too?

Hope things improve soon,

The teacher has had autistic children in her class before and I think she did a good job with them. The problem is that ds1 is non-verbal and that makes a HUGE difference. I really don't think people always understand what it means to be functioning with a normal/high IQ but no language!

I haven't rushed in too much as he's only been going for 2 weeks (ie 4 sessions) and his LSA only started last week (I'm going to ask her to do the home-link book but thought she needed time to settle in herself) They want him to use her surname as that is what the other children have to do (I can see the logic behind this- but she's only his LSA and as I said he won't actually call her anything except when leaving (well he won't call her anything at all now).

I think he is going to the toilet by himself now (just with a helper) as he won't stay in there when another child is in the room (because of the flush and things). This is really why I can't understand why the handdryer can't be switched off when he's there. I will need to ask about this.

I know the school have been very good with other SN kids- they just haven't had one as "complex" as ds1 before. I hope its just teething troubles. I would like the teacher to understand the problems, but in a way would rather they came from another professional-hoping the autism outreach worker will sort some bits out tomorrow. His LSA is new so not really confident enough to disagree with the teacher.
The other thing I thought of doing is to have a meeting realtively soon (end of term maybe> between nursery myself and teacher senco and head- I know nursery manager is happy to say what she thinks so I could leave her to say everything (I've learned from experience that parents aren't listened to).

Just thought- I don't think they've done an IEP for him yet. Maybe that would be the time to raise these concerns? The statement isn't through yet either although I assume it should be ready soon. I guess it means I do have some times coming up when I can drop these concerns into conversation. Also the teacher did offer to ring on Friday afternoons, so I may ask her to do that.

It's bit tricky as he goes in at 9.30 so his teacher is busy with the class and leaves at 12 so his teacher is taking the others into lunch.

I'm sure these are just mainstream/SN teething problems, having had battles with the LEA I have a tendency to be a bit heavy handed at times and I don't want to do that with the school.

Hope this works out, Jimjams. No advice for you, i'm afraid - but it seems like others have plenty to offer anyway!

The meeting sounds like a good idea. Hope all goes well.

Just a small point - the literacy and numeracy hours are two separate hours. At dd/dss school they do about 20 mins whole class, then 30 mins in groups or individually, and then final 10 mins back to whole class again. However, it is supposed to be 2 hours a day. That's why there's so little time for other stuff.

Hope you manage to get all this sorted - I know what you mean about getting heavy handed - sometimes you(one) have to get so psyched-up to get a basic need sorted out that you feel you've been very aggressive. But as long as you're polite at all times then the school/teacher should be wanting to hear your concerns as they are on a learning curve too with your ds.

They don't normally do the whole 2 hours in Reception class though, do they?

Thanks Jude I was wondering how it worked. I think he can cope with the small group work providing it isn;t too long. But whole class- no way - it doesn't mean anything to him. I think maybe that's the time he needs to be working with his LSA -I'm a bit concernd as he has so much SALT he needs to do I'm not sure how it'll be fitted in if he's wasting time on literacy/numeracy hours that he doesn't understand (he comes home exhausted from 2 and a half hours of school). For him the SALT is way more important than literacy or numeracy.

Oh the joys of inclusion. Govt ministers obviously didn't take this into account when they were adding up the balance sheets congratualting themseleves on what a great idea it was.

I may need to think seriously about flexischooling him if he's going to get a chance to learn anything(!) Not the school's fault I didn't realise quite how tied they are by the NC.

Is he doing 2 2½ hour mornings, Jimjams? Are mornings better for him? I know my DS's school do the Literacy and Numeracy hours in the morning and it does seem to take up nearly the whole session apart from Assembly and break. Could he do an afternoon instead or would there be more complications with that?

Anyway raising the issues you are concerned about at a time when you're not there just to do that should be less fraught. I'm sure you are assertive rather than aggressive though!

Would the Friday afternoon phone calls be instead of a home-school link book?

Reception is pre-Key Stage 1 isn't it? So, surely the literacy and numeracy hours stuff is just there for guidelines. I would check out exactly how much of literacy and numeracy is happening in the formal teaching way. If the LSA knows the rough idea of the key objectives being looked at could she just cover this separately with DS on a much more basic level? At least that way your DS is accessing the curriculum but just at a level more suited to him.

There is new legislation too tha allows non qualified staff to be in charge of pupils on their own. I think all the unions bar NUT agreed to that in the end. Therefore your LSA would be covered by that to.

JimJams - another thing is that the literacy and numeracy work is written down in document folders for teachers. Is it possible to ask to see a copy? All teachers at the school should have individual copies plus there ought to be spares. Or ask where you can get hold of them.

May be the QCA or the Government Stabdards sites may have it???

The trouble is I think he just needs a totally different curriculum. For example if presented to him correctly he'll pick up reading really easily I'm sure- he's pretty much hyperlexic anyway-and is teaching himself to read- but what's the point if you don't understand anything other than nouns anyway. Someone needs to be working with him to teach him what on means, what in means what who means etc etc. Otherwse how can he access the curriculum? It's not that he doesn't have the IQ to understand the concepts=- he doesn't have the language. I'm pretty sure if he had language he would learn the concepts pretty quickly, which is why I think they're kind of irrelevent. Kind of like trying to teach degree level physics without bothering with the basics like GCSE.

I guess I thought that he would have more of his own curriculum. Now I know why schools hate the NC so much.

Not sure schools like assertive! Not in parents anyway. The phone calls could take the place of the book, but I think it would be helpful to have some sort of communication daily. I'm sure they'll agree to it, I don't really think its a problem.It's just how to suggest it without being too bolshy (I think I have a reputation that precedes me- maybe asking for the Friday afternoon phone call first of all and thinking of some positive things to say as well) Anyway they have to keep me sweet becuase at the moment I'm doing all their PECS symbols for them Now there's an idea- I'm sending them in his book bag tomorrow- I'll attach a note for his teacher telling her to let me know if she wants anything doen differently and ask her to ring me this week. Thanks guys wouldn't have got to that idea without you lot.

Legally your dh has to ave 'access' to the NC, but this has to be done in a way that makes it accessable to him!!!!!!!!!!! there must be a way of getting the 1 to 1 in on this. Put it to them that he should sit in for the 'starter' and 'plenary' sessions and that he key worker will then adapt the middle bit to suit his needs. That way he gets 'access' that actually means something. You son has a right to something suyted to his level of attainment and his needs.

The hand dryer in the toilets may be a health and safety issue (crazy I know, but these things can get insane) Can he use the staff loo as there would be less of a problem turning that on and off.

I'm not promary as you know, but if I can help, contact Tech and get my e-mail. I hope this gets sorted soon. Hugs to you both

Ahhh you could be right about the handdryer- as now you mention it OFSTED had a go at the nursery manager about the lack of a handryer and she told them to get stuffed (backed up by parents letters- she has a number of autistic kids- in a small nursery and a handryer would spell mayhem).

OFSTED also said she had to leave jugs of water around for the children to help themselves (the classes are mixed age starting from 2- next to computer equipment -nice)!!! In the end it was agreed that a written notice telling the children to ask for a drink if they wated one would suffice. Which planet???

Anyway I've added a note to the PECS cards and asked her to ring me on Friday. I'll mention the handryer as I think we could end up getting to the stage where he won't use a public loo.

Ah, the great water issue!

I realise that being properly hydrated is important and helps pupil learning, but I have the devils own job persuading my secondary age kids that , no they cannot drink in the lab, and no they cannot leave to get a drink, as they have just finished break time, and that no waiting an hour isn't going to kill them, just this once!!!

A case of a good idea, taken a little too far?

All thought up by a bureaocrat with no idea of the realities of children/teenagers/school/nurseries. Parent's had great fun sending in letters to OFSTED.

I think this is the problem I am finding with school- they are so tied by government directives. I chose them because they are flexible (much more so than any of the others I saw) but they still have all these silly rules they have to follow which don't really help ds1 at all. Ahh well teething troubles- at least by being flexible he's been able to start with 5 hours a week so allowing all these things to be broached.

I never can spell buraucrat? How is it spelt?

I know both of those attempts are wrong....

jimjams just seen your message but dd shouting out for food-i hate mondays when she has a school dinner as she always comes home in a foul mood and starving.....will post back something useful(i hope later)lol