Accessibility of hand-written notes

[supermum98]

Does anyone else have this problem? My ds is 3-4 years behind his chronological reading age and needs enlarged print. What this means is that his TA's hand-written notes are as good as useless to him. He is in year 8 at a ms school. The school have disbanded with having his laptop in class as they say it is a distraction to him. We get the occasional incomplete mind-map and the occasional cloze-pro sheet which can be very good and accessible resources for him, but most of his notes are not. The visual impairment team have said that he can't read his TA's notes, yet nobody seems to be jumping up and down about this. It seems to me looking forwards that it is down to me to completely re-write and develope usable resources for him, but I haven't really got the time. How can ms schools say they can meet the needs of these kids, when they can't even provide the basics. Why is there no centralised resource for such resources that all schools can tap into eg. a school does a mind-map for say settlements in Geog. and that goes into a resource for everyone to use. From where I'm standing inclusion is failing my child academically, but I won't deny that there has been some benefits to going to a ms school. He is supported by 30 hours TA support so I'm not really sure how the school is supposed to find time to develope usable resources for him either. What can I do?

my dd3(6) is much younger but we had the same with her old school, they just didn't get it. They saw her wandering around like most of the other kids and didn't take the VI seriously no matter what we or her QTVI said or did and believe me, I did lots of jumping up and down! We decided to move her to a ss which she started back in september and we haven't looked back, so much less stressful and she's finally getting an education at last.

Does he have a statement and does that specify anything you can use, like font size etc? If you haven't already put everything in writing to the school in the form of a complaint, ime you have to be the one doing the jumping up and down unfortunately. Also ask what allowance they have made for preparing resources, you can ask for the TA hours to go up above the time he is in school to do this, just do everything in writing so you have a paper trail you can use at a later date should you need to. How was he managing with the laptop? Why do they consider using the laptop a distraction, isn't it the TA's job to keep him on task?

Do most schools not have a photocopier that enlarges? I can't believe that they can't come up with suitable resources. Sounds like they're not really trying very hard. Once the TA gets a system going, enlarging should only take minutes.

most schools will probably be able to enlarge a4 to a3 but you can often loose definition and clarity whilst doing that, especially with anything handwritten, this is why using a computer can be so useful as you can adjust font, size and bold things if that's what it takes to make something accessible. Auntevil, you know my feelings on dd3's old school some schools just don't want to try.

What about a tablet then? Write notes on that, save and print. Seriously though, they're not really trying! Admittedly, you may have to come up with suggestions (although the SENco should have a selection of ideas - if any good .
Don't let them rest on their laurels!
Ninja - fair point with Ninja3's previous school. Just as well we're at a failing school with excellent trainee TAs

the way they teach these days with so much on the smart boards they should just be able to hook the laptop up and download the lesson or at the very least follow the lesson the monitor rather smart board, as you say not rocket science once they take it seriously. Auntevil, I'd heard that about the TAs at your school, can't think where though

Thanks for replies. Yes I agree they have bailed out on laptop in my opinion too readily. They said in notes to AR downloading to laptop from whiteboard a pipedream (yet they managed it at primary) wireless network is patchy though. I have a statement and it does say they recommend enlargement.
I am about to buy him an ipad for e-book /enlargement but not sure I want it going into school. They do enlarge occasionally for him so they have the facility, but the Senco isn't really making sure it consistently happens. The trouble is the way things are at the moment, he wouldn't stand a chance at GCSE level. If he is supported by 30 hours TA time, I have been told by PP they should have time to develope resources, the trouble is when the TA is not with my child, they are usually supporting another child, not getting his resources sorted out. I have a meeting lined up in June, I want to tackle this issue, how should I go about it?

Oh and by the way, when I mention resources, I get the 'oh but isn't he doing well' !! And ' but we have many children with worse problems than yours' and 'we have so many children with statements and yours has to fall in line with everyone else' !! I am hearing the 'falling in line' quote a lot and I don't know what Senco means by this as I haven't yet gone into pushy parent mode as have been feeling my way and not trying to sour relationship.
Even when asked to have copy of AR minutes was told couldn't have as 'have to fall in line' with everyone else who they don't give out minutes to clearly. I did get them as said I wasn't happy with this. What on earth is going on here any ideas?

I have been known to say, other peoples children are not my concern. It doesn't matter if he is doing 'well' it matters that he is achieving what he is capable of, time to get those pushy parent pants on and let her know what you think - in the politest way possible of course! May be she'd like to fall in line with the statement requirements and start doing her job Make sure you're up on the sen code of practice and quote it at her when she comes out with the crap about not giving copies of minutes etc. A lot depend on how the statement is worded about your ds' 1:1 as to what you can do about it. If they are not following the statement then contact the case worker at the LEA and drop them in it, sounds like they've had plenty of opportunity to sort it out. Why can they not use a memory stick to transfer lessons onto his laptop?

before your meeting I'd write a list of everything you want to address, see if parent partnership will send someone to support you. Have you tried any of the vision charities for education advice or someone like ipsea? School really do sound unsupportive, have you thought about looking elsewhere?

dd3 got an ipad through the family fund, it may be worth seeing if you fit their criteria.

Hi
Hand written notes are not acceptable, neither is A4 enlarged to A3 is too much defininition is lost and for most kids with a VI scanning large peices of paper is hard. All work should be in the correct format. If it isnt complain . Get people like NBCS on the case and complain to your case officer . Every time you contact the school. cc SENCO, QTVI and case officer. If the school isnt meeting the statemented provision make a fuss. Also take a look at how resourse bases and New College Worcester do things so you know how things should/could be done. And the lap top should be linked to the white board or he should have a camera link Magna link. Ensure he has a full technology assessment done

I'm with Ninja. Get into pushy parent mode.
I regularly say ( when they talk to me about funding and other children's needs etc) that I know that they have a difficult job to spread the funding around all the children that need it, but that we are talking about MY child and of course I am going to fight for him as he is the one that is important to me and not all the others. I also say that he is entitled to the help and that I expect him to get it. I ask about the resources - and aren't they shared between all the children that need this sort of help? etc, and point out that he needs help to achieve to the best of HIS ability - not just enough that he isn't failing. The SENCO knows this and agrees with me - she does have her hands tied to an extent - but she knows that I expect her to ensure what has been agreed will happen.
I chase it regularly if I think things aren't happening, so that I am a pain. - So far I have been able to do it and keep good (relatively relations ( even though I am a pest), and it has worked for us.

Lists are great. They stop you from leaving the meeting having forgotten something.

Normal sizes handwritten notes are not acceptable. This must be addressed immediately. If your DS can type I can't see why he can't use the laptop. It seems totally counterproductive.

Go back and pick out all of the recommendations/requirements in the statement and insist that they have to adhere to them.

Ok thanx lots of good tips. I agree I have to get more assertive, don't know what I'm afraid of really, I suppose that it will backfire on my ds and after reading coffpots thread, will they suggest I take him else where if deemed too difficult for him. We have a resource in county so good point maybe to contact them and see what they would do and check New College Worcester,
mebassmum, what is the magna link?

You know what shocked me in AR recently that Senco started telling me she had kids with worse reading ages than mine and not one other professional round the table pointed out the lack of obvious professionalism. What is wrong with them all??? So tired of constantly having to push, chase, have pp supporter but I can't prove this but I'm a bit worried she is taken in by the Senco and doesn't seem to push hard enough on my behalf.

Senco has also told me I must not contact a support teacher (whom is critical input for my ds) because she has personal problems. I have told her that if I need to talk to this person I will, it's up to her and her department to sort this one out, not the Senco's job to tell me I can't talk to the support teacher. I'm really losing confidence in him being in the school, but there are no obvious alternatives, and it is not clear things would be better, he is happy where he is etc.