More confused than ever!!-long.

[pink4ever]

Hi ladies

I posted a few weeks ago about my upcoming meeting with ed psych- Quick background-ds is 8. was identified as having learning problems about 2 years ago. Put on iep. Told a year ago I would see the ed psych. School have mentioned a couple of times GDD but have never actually explained what they mean by this.

I finally met with the ed psych today and have come out of the meeting-20 mins!-no clearer on where my ds stands.

Ed psych basically said no more than 2 words the whole time. My ds current class teacher-not his usual teacher as she is off sick-outlined that basically ds is a couple of years behind across the board-maths and literacy. He needs a lot of extra help in class.

The senco teacher asked me to sign a bit paper which she said meant that the school were able to share info with others re my ds education.

Ed psych is now going to access my ds in the classroom and I will have another meeting with her in a couple of months.

I am still no clearer to what this actually means! what are the possible outcomes of this? The problem is I get so upset that I forget to ask the really important questions. I felt like a right tit crying this morning-they all just tried to ignore it which made me feel even worse!

What should I ask the ed psych at the next meeting?

Bump.

I'd write or e-mail the school SENCo outlining the meeting as you understood it and asking them to reply in writing what the outcome of the meeting was, as you were understandably rather emotional at the time. Ask them what did the form you signed signify? Does it mean that they want to start Statutory Assessment? (look on right hand side of screen for some initial information on statutory assessment->>> ->>> then google SEN COP, for when you want some more detailed reading. I'll try to link later.)

It is standard practise to ask for permission to share information between professionals, especially if the school wants to get Statutory Assessment for a Statement of SEN started. I could be merely that he's moved on to school action plus with the involvement of the EP, but you need to know. Schools and EPs are used to parents getting upset, I really wouldn't worry, it just shows that you care about your child.

Has anyone suggested taking your DS to your GP and asking for a referral to a developmental paed? Getting a DX can be a long old journey and not everyone wants one, but it may help you to understand your DS's needs and how to support him if you know more about his difficulties.

The Special Needs: useful Mumsnet stuff is just over there -->>

www.education.gov.uk/publications/eOrderingDownload/DfES%200581%20200MIG2228.pdf Link to the Special Educational Needs Code of Practice, SEN COP

Thanks for the reply!

I cant believe I never noticed those links before-will have a proper read later.

So what kind of things can the ed psych recommend then?

His/her job is to assess your child's educational needs and to recommend strategies and resources to the school, maybe some 1:1 or small group sessions to boost those areas where your DS is struggling using specific programmes appropriate to your DS. They don't usually recommend activities you can do at home, in my experience, but that may not be the general case.

EP cannot diagnose anything either, if the school have mentioned GDD then take that information to your GP and request a appointment with a Pead on the basis that you want this checked :)

I'm not sure what you want to hear other than has been stated on previous threads - there are lots of specific issues which can contribute to gdd or may exist individually, which could hinder his learning. Presumably you have now given permission for her to observe him and take info from the school , she will use that to make an initial assessment of his capabilities, behaviour and needs then probably meet him individually for some specific iq tests and activities (puzzles, repeating series of words, letters, numbers to check working memory, following verbal and written instructions, writing speed with dication and copying , for example) to gauge where he is at compared to his potential and peer group. At the next meeting he/she may take more details of your observations and background (if not already) which may contradict or corroborate his/her opinion and from that produce a report. If you don't feel you were clear this morning or missed out something potentially useful, ask for the contact details and call.

iirc you have resisted referral to a paed (which you would need if he has motor skill issues to refer to an OT for example or to get a diagnosis) but if the EP is likely to take time it might be worth getting the ball rolling now so that you get an appointment sooner.

broadly speaking, once the ed psych has done an assessment, you'ld want to know 1)what your DS's strengths/weaknesses are 2)what school can do to help with his difficulties 3)what other professional input would be the next step - paed, OT etc, and who will make the referral and when 4)time frame to review all of this.

gdd is global developmental delay, by the way, in case you hadn't got that yet. but yes, it sounds very much as though the ed psych agrees ds needs substantial help and the form you signed will start off the information sharing bit that can lead to more detailed assessments and help (including classroom observation as discussed), and possibly a statement of sen.

i am guessing that your next meeting with the ed psych will be a bit more involved and they will go through the statementing process with you.

if you feel you need to speak face to face to someone to learn more about the process, your lea will have a 'parent partnership' team who you can contact. they are good for information at this level, but some parents prefer not to liaise with them for advice or advocacy, but you should have no problem asking them questions about the process. the number will be listed on the lea website.

just noticed you have resisted referral to paed - can i ask why?

the paed is by far the best source of support for referrals, and for children with gdd, slt or ot or physio etc is often very useful.

Having read up more on GDD online I dont think my ds fits into the criteria apart from the cognitive problems. He does not have behavioural,social or physical problems.

The school agreed that he has no problems fitting in with his peer group.

What exactly does a statement mean?

A statement of sn earmarks resources and funding to support a child in school, and may even name the school to best provide it. However not sure if it equally applies in Scotland (iirc where you are)

Try not to focus on whether school think he as gdd or not - look at his iindividual areas of difficulty (ie. motor skills, concentration/distractibility, cognitive whether associated with auditory,visual and /or working memory) then allow a professional(paed) to assess whether this adds up to gdd or a Specific Learning Difficulty, especially given his earlier developmental issues. You seem so keen to refute any suggestion of sen but the fact he is falling behind academically, perhaps even more so recently, indicates that he needs some further form of intervention and assessment. This may not imapct on him socially yet , but before long it probably will.

as lizs says, a statement just details what support he needs and how it will be provided in an educational setting. people generally fight for them, sometimes for years, to ensure their children get the support that they need.

i haven't read your other threads though, so apologies if i'm a bit baffled why you don't want your son supported, it sounds quite complicated.

there are a few posters on here who have been through a similar process, though. spent some time (sometimes quite a long time) adamant that their child has no sn, and sometimes have moved schools because they weren't happy with the suggestion of sn. some of them are now prolific posters on the sn boards, having come to terms with their child's dx and acknowledged that for whatever reason they were in denial about their child's difficulties.

essentially, there is nothing that mn can do for you in the interim except to encourage you to get the referrals and assessments done, listen to the outcomes and results, discuss the difficulties your child has with professionals that see many many children and can build an accurate comparison, and to do so with an open mind.

and the sn mn board will be here to discuss appropriate intervention and strategies, and provide support when you are ready/ need it.

hope your next meeting with the ed psych goes well x