ASD DS going through GCSEs -could you share your experiences please

[HisMum4now]

We are choosing the GCSEs options and the school is scaring us that DS, with AS, would not cope. The school says that controlled assessments are two controlling (this is coursework which counts towards exams but is done in class throughout years 10-11 under controlled conditions)and require too much work and organisation from DS. The school says that DS will be running from class to class in continuous catch up mode, not being able to do well any of the subjects. So it's better to focus on fewer subjects...

Could you please share your experiences as to how ASD children cope with this workload? Any experience with English and history for example?
Are there exam boards which are not too controlling?

What is International Baccalaureate - is it more of less work for DC?

Have you herd of reasonable adjustments different from extra time? Any flexibility? I mean there are problems extra time does not address - when it is too controlling in a way that makes it particularly difficult for ASD kids?

I would just like to hear how your DC are coping.

My Ds (AS) is in yr 10 just started GCSEs. So far he seems to be managing alright. He does his controlled assessments and modular exams in a separate room and has his additional time added on. It does mean that he gets a bit behind in the classes he has missed, but it doesn't seem to cause major problems. I think the key is that the school is well set up to deal with students who need adjustments and very supportive. My Ds is intellectually able especially in science and maths and very motivated by school. He finds English/Drama more difficult (he is also dyslexic) but is coping Ok. If you think that your DS is academically capable of doing full GCSEs then I think you should be pushing for the school to make better adjustments for him. Does he have a statement?

Yes, he has a statement. DS is very capable; however the school is a sweat shop. He copes fine so far. In addition to extra time in tests, DS will also need some time in the timetable for his 1:1 with the SALT and OT, and all those statement provisions, so the school's point is, basically, something got to give.

I am just wondering how the other AS kids are coping.

Couldn't SLT combine with English? Or OT combine with PE? It might well be that does find there's too much work, but then he could always drop or down-grade something. Children do have to sit a lot of GCSE exams, and I'm sure come to no harm with a couple less. Losing important subjects which he needs for his broader education might be a bit premature unless those skills are being addressed in another way.

The 'something has to give' approach implies that he spends every minute of his school day productively in acquiring useful skills and knowledge. Which, even in a sweat-shop, I think is unusual. And in any case, his additional help doesn't have to be on an area of weakness. It could just as easily be used for rapid catch-up in an area of strength.

Maybe you're being leaned on to try and make sure he doesn't impact on their league table rating? (Just make sure he gets his 5 C's, Mrs Year-Head, we need at least some of the SEN kids to show they're getting their 5 C's).

The controlled assessments are a nuisance for schools and I think teachers generally hate them. But for children themselves, surely the organisation required is minimal. The old system of parents and children spending the weekend doing coursework would have required a lot more work and organisation, but been much less disruptive to teachers, particularly if extra help, special conditions or additional time might be needed.