SEN COP only applies to dyslexia and learning difficulties

[coff33pot]

?? Got call from senior manager. Battled out the contents on the statement for one more go. Tried to make me see that they couldnt quantify all the provison till all reports were in and as we are missing SALT they cant do anything about specifying and quantifying that.

told them that is not what I am on about and that I will spell it out one more time (getting very hard to be nice on phone now)

I want to see "DS is is to receive 25hours 1 to 1 support by an experienced TA solely for him"(or words to that effect)

Answer I got was "ohhhhh" well I would have to consult with someone else and look at the COP. Told them I attached section that applied with my first email (I think it was 8. something) I got told yes you did but that applies to dyslexia and learning difficulties???

Any comments?

I wonder if you had a child with dyslexia and were applying for a statement, they would turn around and tell you that they only gave statements for ASD . I thought that dyslexia was notoriously difficult to get a statement for.

It's a bit of a chore, but you can read the Sencop on screen, whilst waiting for a hard copy. There is a relevant section for you where they talk about "adequate progress" (which can include social communication and personal care as well as academic attainment)

I was going to say what TheLightPassanger said - I can categorically tell you that you can't get a statement for dyslexia, and that if your child has dyslexia they tell you that statements are only for kids with behaviour difficulties.

And - they almost always are.

All the kids I know with statements have either ASD, or ADHD, or Downs or are Deaf or Blind.

To get a statement for 'learning difficulties' you have to be in the bottom 1st percentile - and there is no way you'd be in the bottom 1st percentile (cognitively) and 'just' have dyslexia.

SA for dyslexia????

I dont think so!

HT practically laughed in my face when I said I thought ds1 needed a statement!!

Thanks for the links dolfrog and the book link moodog. I will have a good read of all. I am up all hours so late night reading for me :)

I do agree that both teachers and LA need more indepth training. They are after all making decisions for vulnerable children whose future depends on it.

Interestingly I didnt get my second amended attachment yesterday after my convo where she stated the title of this thread. I am waiting with anticipation seeing as they want to finalise by friday. Should I get a phone call again today I will broach the subject on dyslexia again and ask where in the sencop it says it. Because if it is classed as a learning difficulty then they should issue a statement of help for those that have it. I fully expect they will say it was a "slip of the tongue"....

moondog

"I'm still interested in what grounds you have for claiming the 80s were 'behaviourist'"
"Most kids learn in spite of how they are taught, not because of it."

you have helped answer your own question. Until the 1990s there was not much understanding of neurobiology, and how we develop various cognitive abilities as part of the learning process. And until the 1990s nearly all of the types of issues which make up the vast neuro-diversity we have was explained in terms of behaviour. However there have been vast trechnological advances in the last two decades which have increased our understanding of both genetics and neurology, which can both help explain and increase our understanding of these issues which previously had been viewed as a behaviour problem. Research has also developed new more stringent testing procedures for the many remedial programs, such as Randomised Control Testing, to root out the skewed research and bogus claims of program and methodology providers.

Research is always improving our understanding of these issues one way or another, and all have to move on with this improved technology and information inline with the progress of peer reviewed research.

I don't think I have.
You are speaking in broad generalisations.
You provide no evdence for your assertion.

may be you should have a look at the wide range of issues covered in my research paper collections
My PubMed Research Paper Collections list
and my CiteULike shared Research Paper Collections list

There is plenty of support and evidence there with regard to the progress of neurology and genetics, of the last two decades, which can now explain the reasons for the behaviour based theories of old. The new neurological and genetic technologies can begin to explain the issues behind the observed behaviours of those who have a form of developmental disability.

Dolfrog, all you do is link to academic papers.
That isn't giving the answer to the question I am asking!

I have secured SA for dyslexia in my setting (and for ASD, BESD, SLCN and complex needs). It is possible!

"To get a statement for 'learning difficulties' you have to be in the bottom 1st percentile - and there is no way you'd be in the bottom 1st percentile (cognitively) and 'just' have dyslexia."

Well that is the line parents are fed, indigobell.

DD1 was given a statement at 4.0.

-she had above average colour recognition
-she was toilet trained by day
-she was verbal.

The SEN CoP, coff33pot you can access here then save a copy to your computer. This way, it is fully searchable.

It is why I can give direct quotes - it looks like I've worked hard, but I've actually clicked 'copy' and 'paste'

The SEN CoP makes NO boundary for SA other than this:

"8:1 Once all the advice requested for the statutory assessment has been received, as described in Chapter Seven, the LEA must decide whether to draw up a statement.

The LEA may decide that the degree of the child?s learning difficulty and the nature of the provision necessary to meet the child?s special educational needs is such as to require the LEA to determine the child?s special educational provision through a statement.

8:2 The LEA will make this decision when it considers that the special educational provision necessary to meet the child?s needs cannot reasonably be provided within the resources normally available to mainstream schools and early education settings55 in the area."

So the criteria is VERY simple.

IF the child has SEN which requires additional resources and the LEA decide that the school the child is assigned to can not 'reasonably' be provided from within the budget of the school, then a Statement should be issued.

It matters not if that child has dyslexia, learning difficulties, ASD, whatever.

However, of course, there are some conditions which are more readily resourced for than others. For example...a child with pure fine motor issues may get a lot of input from OT services, and be given such adaptations as writing blocks, finger supports, etc. It may be that the school can cope very well, so no statement is needed.

Thanks Lougle :) Downloaded it :)

DS is above average in the tests that were done. He now has a reading age of 5yrs so he is only a year behind. But he cant read in school due to noise and sensory and phonics.

His reading age was lower. He struggles with phonics as he is a whole word reader so really its me that is helping him with that at home. Writing is a whole different matter and it is the formation of words due to motor skills and putting them down in spelling form that he is struggling with. He pictures the words but cant seem yet to picture the spelling in his head. He has to see it first but he is young yet.

It does show and is listed under Learning Difficulties everything that is an issue for him so they cant suddenly say he has none. Behaviour is one of them due to not coping and not being understood so indigo could be right on the behaviour side of things and statements.

sorry clicked before I finished :)

I was on phone to them today as I should have received a second amended copy to peruse and comment on by Thurs. I asked her again as promised. But she said I misunderstood her. Should someone have dyslexia with other learning difficulties THEN the COP counts. I didnt misunderstand her one bit as I take everything in because of how important it is but I guess I will have to agree to disagree with her on that one........

can any body help grandchild has dyslexia and learning difficulties across the
board.spelling age 6years 3months she is 9. been trying to get help from y1
in y4 now.also has speach problems.and gets bullied. now hates school.like
banging head againstl a brick wall

Granny

Start a new thread. People will open this one and see it's an old thread so might disregard it.

Best to start a new one.

unfortunatly Doldfrog, most teachers are not academics & they simply do not have the time to read, understand & apply research papers.
My ds2 is fortunate enough to go to a wonderful MS primary with a good statement & willing staff.

They are very able & willing but the truth is training is hard to come by & costly. As soon as one of ds2's professionals offers to come in & provide some trianing all the staff are there like a shot.
Its brilliant when you sit in a room with them & watch as they realise how these strategies can be used with many children in the school.

It really is hands on practical trainng from those who know their stuff that staff in schools need not piles of research documents to read.

Coffeepot - the "manager" is talking boll*cks but you knew that didnt you.

As the mother of a severely dyslexic son I have been told the exact oppposite of you OP

I was told that my son "wasnt bad enough" so the SENCOP did not apply to him.

Fuckers.

THIS IS AN OLD THREAD

COFFPOT'S SITUATION HAS MOVED ON

HI WETAUGUST, ONLY NOTICED AFTER I POSTED, THANKS!!