Dd doesn't want to accept help-statemented

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Finally got statement for my DD. she has severe gross and fine motor delay and a language delay. Statement gives hours for a1-2-1 4 days a week. Also weekly ot, salt and some physio input.

However she really resents being taken out of class for any sessions and is very uncooperative. She is adamant that she doesn't need help. But she does. She is admittedly one of the younger children in year 3. But she is at level 1 I think in most things.

We've tried bribes like star charts and threats (no tv for a night ec) but nothing works. She can't understand why she needs help and I don't know how to explain.

We spent so long convincing school she needs a statement and now she won't use it.

Any advice??

Thanks
Jane

Does she have to be taken out of class and away from her peers? Is there anything they could do with her that is integrated into what the rest of the class is doing, without making it too obvious.

Children are generally grouped according to ability for numeracy and literacy anyway, so she will presumably be doing the same work as the lower ability children in the group but just needing extra assistance.

The statement should be about helping inclusion and integration and not about separation from peer group.

yeah my advice would be don't force it, the last think you want to do is make her unhappy and resentful

i am surprised the school haven't suggested cancelling a couple of lessons and giving her 1-2-1 in this time, it's what my friend's school does for her son.
i can't remember what he "misses" but it works really well for them. he can also go and use the 1-2-1 during lunch breaks and stuff (he does this to do his homework as he hates doing it at home)

Nearly all the 1:1 is give my charge is in lessons. We have a 30 minute slot each morning during guided reading where we take various DC out for interventions, 1:1 or small group, up to 4 times a week. (One day is their guided reading session with the teacher.) My DS used to hate being taken out for 1:1 interventions as well. The DC I support loves them and the adult attention. Down to personality.

What interventions are going on outside the classroom? Could most of the support be in class? Most of my time is spent supporting the whole group that my charge is in, always keeping a 'weather' eye out for him and trying to avoid triggers for anxiety or poor behaviour.

Thanks for all the replies. The sessions that she is being taken out for are for the OT and speech therapist and they just have specific slots. The 1-2-1 also does do specific exercises with her but usually during registration or assembly

I guess I was looking for advice on how to explain to her that she needs the help of the therapists and she has to work hard in the sessions. How do I explain without telling her she had a problem

are any of the other children taken out at the same time?

ds1 does a social skills group and other things like that, but other children do it too, so it seems perfectly normal to them all.