Happy Mother's day to you all.
THC that is fanastic news, you must be very proud of ds!
What is the thinking behind not allowing parents in the physio sessions anyway? Is there some deep pyschological claptrapreason behind it?!
Ellie - for your meeting which I think is tomorrow, here are my proper thoughts, you may not need all the areas I have considered:
- Exhaustion - starting later, or finishing earlier, particularly as stamina builds up or after a period of more profound pain or sublux dislocation etc. Rest periods during the day when there can be quiet time either on the carpet or in another space where can even sleep if necessary. If they want to build more independence - a card system or similar where as ds2 can collect himself and show to adult to express his level of tiredness or need to stop, this includes outside playtimes and especially lunchtimes.
- Gross motor skill adaptation - more support may be needed to ensure safety when climbing over any play equipment, or to help using bikes etc. This m,ust be provided and not ignored because they don't do it for other children, under EA2010 and SEN code of practice, and Every Child Matters school must do a reasonable (which is a lot) adaptation to ensure child has full access to the curriculum. This includes adaptation of activities, resources, adult supervision etc.
- Fine motor skills - encouragement in adult supervisied and independent fine motor skill activities, puzzles, threading, sewing, block building.
- Moving around school - being at very front or back of line, with adult at all times is essential. Clear school wide rules about which side of the corridor people walk, to hold doors open especially for those younger children, sign posted in corridors, supported in assemblies and all teachers understanding why.
- Information sharing about ds2. Depending on nature of issues at moment, does whole staff need to be aware, does there need to be a sheet with essential info and photo of child in with school register (for supply teachers) and up in staff room for other staff. Who will take responisbility for ensuring anything relavent is shared with temp personnel - secretary, Head....can't be SENCo as realsitically may not know when suppy staff including lunchtime supervisors are in.
- Clear emergency procedures if pain, or dislocation or subluxation.
- Care plan, sometimes called health plan is essential piece of STATUTORY information the school must have. It is the law, don't let them fob you off.
- School trips etc - specific risk assessments need to be carried out, not just generic for rest of the children. How will they cope if he becomes too tired to walk, or in pain? Where are toilet faciltities for him.
- Dietry adaptations, does he need a high cal diet which school catering servicve has obligation to meet. Does eating take time and so will need to be given more time to eat, but allowed to do so in social group, not isolating him or making him different. Also many schools use bench typ tables with attached seating, my ds can not manage to sit on these and so needs to be seated in a particular place in the dining hall, and on a normal chair. School are actually going to get rid of these tables and go back to normal tables so as to stop my ds being different.
10. Handwriting -sepertae from both gross and fine motor skills, handwriting can be a real problem and it may not show itself at once, it took until 2nd year at school for it to really show for my ds. Pencils with hand grips, writing slopes, wide pencils to start can all help.
11. seating, special seating is available for support, and for encouraging development of core muscle strength (wobbly cushions), foot rests can also ease pain in lower backs and make writing and sitting at tables much easier. Does the classroom have a soft seating or bean bags areas where ds can settle down and fall alseep if necessary.
12. Do there need to be special toileting arrangements, toilets with access, are there incontinence issues, and therefore someone who will support ds, and not leave him to it himself. If this is an issue for ds, don't let school fob you off with not being allowed to do this...it is a safeguarding issue for them yes, but it is also a safeguarding issue for dc not to have support...they have to put appropriate measures in place to protect themselves, not supporting is not one of them.
13. Regular reviews must be timetabled and booked in advance. Informal one at end of first week, formal one at end of second week, formal at end of half term, then end of term, if all well then termly reviews should be ok.
14. does ds need to be on the SEN register. If issues are purely physical then legally no, but it is up to you. My ds is not on the SEN register and is not statemented as not necessary as physical only and therefore covered by EA 2010 and NC and ECM legislation.
15. Point of contact, TA or class teacher who is with ds and who will give you feedback over the day if there have been issues, and who you can tell if there have been issues at home.
I hope this helps, am sure I have missed things, but others may have more ideas, and as I said it may not all be relevant.