When to hire a 1:1 TA?

[DebbieSolloway]

Our son (9, Yr 4) has plenty retained reflexes which impact academics.

Spl Ed is recommending a 1:1 TA in class for 2 hours a day, to 'keep him on task'.

What reasons prompted you to hire a 1:1 TA?

Trying to understand why a TA is required over and above spl ed sessions.

We are funding the INPP ourselves, cost is an issue but we can take the hit.

Happy the school alerted sooner rather than later. But is the TA the best way forward? I think I'll need to be very blunt and ask the school for a plan more detailed than ''keep him on track' .

How long has he been at this school ?

I would n't see this as picked up particularly soon tbh. How long has he been on an iep ?

School has had EP reports done on my 2 - and they told us nothing. Not a single useful recommendation.

Others on this board have paid hundreds for equally useless reports.

So I would really strongly advise against paying for an EP.

On the other hand the private EP report I had was like a breath of fresh air. She swept through all the bullshit and decribed in plain English exactly what DS's diffulties were, and how to address them in the immediate future. It was chalk and cheese compared to the local authority ep report.

A friend read the report and nearly wet herself laughing as the EP had virtually bullet pointed a number of professiona's job desrcriptions, so plainly was the report written.

Anyone can understand what she said as she didn't hide behind jargon and made sure her solutions were well-explained. This has meant the school has been able to quckly and efficiently implement all her suggestions bar those that call for specialist input (SALT & OT - they are teachers not medics iykwim) and low and behold I have an infinitely happier child who is FINALLY able to learn.

I won't pretend all issues are resolved, cos they aren't but the EP report was a turning point for us.

The EP I used was someone with 30 years experience of working with children with a similar disability to my sons. She REALLY knew her stuff.

In my view they are so expensive that you as a parent are entitled to demand that an expert really is an expert rather than a general waffler before you shell out. I'm already saving to use her again to help me select a secondary school option when the time comes.

LIZS

IEP has been in place since beginning of this year.

bochead - can I PM you on that?

Our experience too blochead. And she was more than happy to clarify the points we/Senco didn't understand and follow up ds' progress. Like any area of expertise though, there are good and bad experiences and some in-between.

In the UK TA's are not generally hired; they are assigned to children usually as a part of a special needs programme or as an integral part of a Statement the child receives (and in the case of having a statement actually issued this is usually only after a long struggle with the local education authority).

May I ask what continent you now reside in?.

I would still get the EP in sooner rather than later; this person can be informed that your son is doing this programme. An 18 month programme as well may not rid him completely of his retained reflexes, have you been advised otherwise?.

I would also want to establish how well qualified this TA this school propose to use actually is. I am also wondering if they are implying that if you do not pay for a TA then your son will have to leave this school?.

yy attila, that's my concern.

op, what are your circs if the private school decides they can no longer meet your child's needs?

do you have an english speaking alternative? possibility of a move? are you indefinitely localted where you are residing now?

it's not uncommon for private schools (anywhere) to ask sn pupils to leave if the parents are unable/ unwilling to pay for additional support (even in some cases if they do)

private schools for sn can be tricky, o'seas school for sn can be tricky. private o'seas schools for sn... well, you do need to get them to specify the 'what if's' so that you can make alternative arrangements if necessary.

(we have spent long periods overseas with dd2, who has cp, and her own particular list of rr's and other intricacies lol. can't really afford private though )

but i do see the benefits of having a TA, having seen the difference between dd2 with a TA, and without. (she's 8 now, in grade 3/4 class, and just moving to ft netbook use as writing is laborious and inefficient) - as well as obviously having worked with other kids myself as a TA/ LSA. a 1-1 is invaluable, really.

could you he if it comes to it and you can't move in the short term? i only ask because ds1 has some low level but complex needs and we are currently toying with removing him from the local state system - there is no way he will ever qualify for support in school (here or anywhere) but i'm firmly of the belief that as an independent learner he could fly...

so many things to consider. and i know you didn't mention he at all - i'm just thinking outside the box and trying to come up with alternatives if the school remove him... do you both work ft?

School has not asked for a EP. We will need one when he enters secondary to qualify for concessions in tests exams.

I am confident by then we won't need Spl Ed. RRT will have taken care of many problems. and we will have taken care of gaps.

I am not sure what consequences will be of not agreeing to TA. No alternate school here, might have to move out.

OTOH school has not specified what the TA will achieve. If we are satisfied with the schools explanation or plan we will go for it. Otherwise, I'll ask the school what they expect and ensure school standards are met.

Considering he mastered addition and multiplication facts over summer vacation, I don't foresee a problem there.I am not worried he can't learn.

Issues brought on by RR like skipping lines while reading poor handwriting the TA or me cannot help.

I am not sure what consequences will be of not agreeing to TA. But it has not come to that. Confident it won't.

Haven't they suggested that it is primarily to keep ds on task in class ie she will go through the work set with him , help him plan how to break it down , let him work through each step with her prompting him as to what comes next and what he should be doing if he becomes less focussed. As I said earlier she may scribe for him in wrtten tasks or be able to remind him how to hold the pen, use a ruler to read each line and so on. Eventually that should become second nature. If she identiifies gaps of knowledge she and/or the Special Needs person can work out how to tackle it.

Does he have access to things like a writing slope and move n sit cushion or suoportive chair and foot rest. 2 hours a day is probably only 2 lessons worth of help so he'd still have to cope with the rest on his own. Bear in mind he is getting towards an age where he may become more resistant to doing exercises and even having intervention , so best make the most of it now.

We have shifted him to a net book. Getting the hang of typing and Word. No other concessions other than if he does not finish no worries. He has issues and gaps but also takes it easy because he has had it easy.

Main issue IMO is he cannot demonstrate what he knows.

Example in Math he cannot not align digits properly (motor issue- RR issue) so while computing, he gets it wrong. Conclusion is he does not know.

Cant write lengthy summaries, so has not retained / understood what he has read, been told.

Hypotonia poor muscle exists in mouth, this plus braces make it hard to speak. He said so himself. He speaks to the point (could be a personality trait?) - conclusion - no details therefore comprehension / retention poor.

My worry is he will use the TA as a crutch. I would like to see a program which helps him remain on task himself.

Then is up to the TA to make sure she doesn't allow him to lean on her too much. She can keep him on task but remain detached and make him think for himself. Rememebr you will be abel to speak to her and discuss progress, what to work on and how you feel he is coping.

Is he learning touch typing as otherwise using a laptop won't really help long term. Has he seen an OT (may be called something differnt whereever you are) for any assessment of physical aids to help with hypotonia etc - again this is slightly different to RR and would deal with the immediate issues impeding his learning, such as being able to sit still comfortably and focus better.

If you don't do something surely he will continue to lose ground and mroe gaps appear. Thsi strategy may not be a long term proposition but you need to discuss with the school how and when to review it, and ask if it has been successful in the past and if so under what circumstances. also ask what woudl happen if you didn't agree as I suspct he would n't remain at the school for much longer tbh.

Thanks for all your inputs and for being a sounding board. They help.

we had to clarify with school that the TA for dd2 was there to facilitate independence, rather than do everything for her . sometimes it does need to be explicitly stated (or reminded lol)!