*Wasuup3000*

[CardyMow]

In my thread , you wrote down a quote - could you possibly tell me where you sourced

'The duty of the local education authority to provide full-time education applies to all pupils including those who:

• are temporarily living in the area for long enough to attend school, for example, the child of a Traveller or a child whose parent is in the armed forces
• have come from abroad
• have special educational needs.'

From? I REALLY need to include this in a letter I am writing to the school for my friend, but I need to be able to state what bit of legislation I (you) got it from.

TIA.

My son , XXXX, is entitled to a full time education, as stated on the CAB website:

Part IV of the Education Act 1996 and Schedules 26 and 27

The duty of the local education authority to provide full-time education applies to all pupils including those who:

• are temporarily living in the area for long enough to attend school, for example, the child of a Traveller or a child whose parent is in the armed forces
• have come from abroad
• have special educational needs.

I also believe that my son, XXXX, maybe discriminated against due to his disability of ADHD (and also possible Aspergers or ASD), as he is not being given a full time education, unlike your other pupils that do not have these disabilities.
Therefore, I will be dropping my son, XXXX, off at 8.50am on Wednesday 6th September, and collecting him at 3pm, and he will be attending school full time from this day onwards. If this is not acceptable to you, could you please provide me with a letter stating that XXXX will only be able to attend school from 1pm to 3pm each day, and also your reasons for this.
Many thanks, XXXX's MUM.

To LEA,

My son, XXXX, will be attending XXXXXX school full time as of the 6th September 2011. You may need liase with XXXXXX school to make sure that they are supported with this, as, until now, without my agreement, he has only been allowed in school from 1pm until 3pm each day.and has so far been failed

The LEA has a duty to educate my son, XXXX, full time, irrespective of his SEN as set out in the 1996 Education Act

HeadTeacher,
Due to the problems that my son, XXXX, is having in school, both behaviourally and educationally, I hereby request that he is seen for assessment by the schools Educational Psychologist as soon as possible, at XXXXXX School, and that due notice be taken of the law:

Education Act 1996

• Part IV
• Chapter I
• Identification and assessment of children with special educational needs
• Section 323

2)A child falls within this subsection if?

(a)he has special educational needs, and

(b)it is necessary for the authority to determine the special educational provision which any learning difficulty he may have calls for.
If my child, XXXX, continues to be failed by the LEA that I will proceed with a formal complaint to the Head of the Local Authority, the secretary of state and to the Local Ombudsman.

Better?

Yes let them know that you know your stuff and thayd better stop messing with you!

Thank you all. I am making the amendments now, ready to print out for her. Will have to get off here in a minute, I need to photocopy her file for her to send to DLA too. Plus sleep would be nice.

Dear headteacher

I understand that no pp worker is available to come to our next meeting. Previously, you have declined my request to have a friend present. Please could you let me know your schools policy on whether parents may be accompanied, and the reasons behind it.

As you know, xx's dad works overseas which means it is particularly important that I give him a full account of our discussions about xxx.

Yours, xxx mum

And a week or two later, I'd follow that up with a request that all further communication be via email 'so we can copy his dad in'. Mwahahaha.

My friend and I want to make a list of 'reasonable adjustments' to give to the SenCo (as she's bloody useless). Her son has ADHD, and probable definate asd/Aspergers.

Anyone got anything we could include? Especially about the way the school SHOULD deal with his uncooperative-ness? What should they do instead of inflaming the situations?

Briliant - Maria!

Loudlass,

YOu could give the school a log that you could ask them to fill in so that the parent can get a good indiciation of the difficulties he faces.

Ask them to fill it in for 2 weeks and then book an appointment to meet and discuss so that you can work together on the issues.

ABC charts are good.

Antecedent: What happens immediately before problem. Behaviour: What the behaviour/difficulty is: Consenquence: What people did and how he reacted.

It is best if you put this request in writing and ask them for their reasons for refusing to do this if they do. Make sure that in the requesting letter you go OTT about wanting to work with them and support them.

If they do agree but put hardly anything in it then they have no grounds for suggesting they can only cope 2 hours a day. If they put loads of stuff in it then that is good evidence for a SA.

Don't do the reasonable adjustments just yet. First you have to identify the NEEDS, and difficulties iyswim.

You should also be keeping a log of any difficulties the school raise that they don't write down, and your own log of difficulties in the home that you can imply are at least partly to do with the school.

They do they ABC sheets, but they are often not filled in corectly - some examples :

Antecedent - Refusal to co-operate or follow instruction. BUT Working in a group with which he couldn't cope + CT (class teacher) + TA distracted by other issue.

What changes to antecedents need to occur - LEFT BLANK

Behaviour - Violent, shouting, throwing paint, water etc.

What behaviour would be preferable - LEFT BLANK

Consequences - Internal exclusion.

What changes to consequences need to occur - Reaction was fine once we got to that place. Shows how if your attention drops he cannot cope. Mediates all situations through adults.

What happened as a result ? positive or negative - LEFT BLANK.

Other forms have been filled in under the 'what behaviour would be preferable' section have just been filled in with '!'. This is just one example.

Instead of pointing out that the change to antecedent should have been to NOT leave him with a group they KNEW he wouldn't / couldn't cope with, they just leave it blank. Instead of pointing out that he should have had a sensible consequence, bearing in mind this was a situation CAUSED by the adults that are meant to be thinking about his difficulties, they waffled about how his attention drops (DURR, He's got ADHD...), Nothing at all on there to CHANGE they way they are dealing with the situations.

A lot of which are CAUSED by the school and the adults in the school - at least 75% are CAUSED by the school not accepting that he needs to be dealt with differently to the NT pupils.

Therefore, the ABC sheets aren't worth the paper they're printed on, they're just a 'ticking boxes' exercise as far as the school are concerned.

Sounds like they need to be given a time-frame.

A - What happens in the 2 minutes before the behaviour.
B - What is the behaviour and how long does it last?
C - What happens in the 2 minutes after the behaviour.

The what to do bits being left black is EXCELLENT evidence that the school needs additional resources to manage the child, even if those resources are training.

Come to think of it, those ABC charts are useful as evidence anyway.

So basically he was excluded because he was put in a situation in which he couldn't cope and blew his top......

Yep. Note also MY face...and that isn't the ONLY incident that has played out that way. He has real difficulty in coping when his class teacher is out of the class for PPA once a week, as they get whichever teacher OR TA is free to cover the class, so no continuity for him - he ALWAYS ends up with at least an internal exclusion, if not a proper exclusion when his teacher is on PPA - managed properly? I think not.

StarlightMcKenzie - that statement you made is EXACTLY why I am trying to help my friend!