Statement - how specific can I be about 1:1?

[sphil]

Just writing the application for DS2's statement, of which the main focus will be his need for full time 1:1. Do you think I could add something like this:

" DS2 has great difficulty recognising and interacting with unfamiliar adults. He has formed a bond with his 1:1 teacher at nursery but this has taken a year of patience and persistence on her part. When in an educational setting he needs 1:1 support from one person with whom he will have time to become familiar."

Is this just too specific? Or can anyone think of a better way I could word it?

My worry is that, if DS2 goes to m/s and gets 1:1, the school will cover that with several people - which would be very difficult for him.

You can be very, although schools are not always keen on one person (and if there is only one person you are stuffed when they are ill/on a course).

I did say that he wouldn't go to school without 1.0 1:1 (and he didn't)

We feel that way too

For ds4 we have just asked for a set number of hours. I can't be bothered game playing with the LEA. If he needs full time just say 32 hours or whatever full time is. You may find you get a job share or different staff for lunch.

Yes, we're going to specify the number of hours too.
Good point about absence Jimjams. I think I might write

"...he needs 1:1 support from one or two people with whom he will have time to become familiar."

I've been having this fantasy over the last few days that his lovely 1:1 from nursery will give up her job there and become his 1:1 at school. No matter that she's been working there for donkeys years and obviously loves it!

It is the biggest problem with ms ime. DS1 was at ms school for 4 terms and got through 5 LSA's. Have you ment your statementing officer? I found that really helps. Id also talk to the school and find out about training and support they offer LSA's. DS1's had none (of either) so they kept leaving.

That's OK Socci - it kind of sums up how I'm feeling .

The m/s school we are considering has a good reputation for SEN. We're going to talk to the head in September (once we've had the statement request accepted - IF we do) and discuss the whole 1:1 question. If he can't guarantee that DS2's 1:1 will receive training (we're going to specify PECS / Makathon as well as basic ASD stuff) then we won't send him there. The autism outreach service will provide some INSET as well (I think). The head is approachable and I rate him highly - he was one of main reasons we chose the school for DS1.

In the mean time we still have some special schools to visit! Am keeping a very open mind...

Sphil,

Butting in here a bit but I wanted to say that one advantage I think that sending Ds2 to a unit has had that it has increased his independence in a secure setting. At preschool he was very reliant on his one to one whereas at the unit he hasn't got one so it is making him take a bit more responsibility for himself. It depends on your child's personality but Ds2 can be quite passive and would let the one to one do a lot of stuff for him whereas they don't let him get away with this at the unit. However at the same time there is high staff:pupil ratio so he gets the support that he needs. I wouldn't contemplate him going to mainstream without a 1:1 but having seen how well the unit works I would be more keen for him to continue in special school after his place ends in Y2.

I just say it as something to bear in mind when you are looking at special schools.

An example of the difference for Ds2 - at preschool he didn't seem aware of any of the children in his group after over a year there. After less than 2 terms at the unit he was able to point and tell me the names of all the other children in his class when the class photo came home. He also talks about them quite frequently at home.

when i first got the statement it just displayed hours of funding and i specified that this funding should be used on 1:1 support.

it was during convo's with the school that i stated it was better for ds's support to be limited to as few adults as possible as it was toomuch to expect him to bond with several member of staff.

sadly they are crap and he has had 5 TA's so far since november!
he was expelled last week and i think the school are thinking of asking for him to be moved to a special school....HOORRAAHH!

That's a good point Saker. DS2 also very passive which means that adults (including me) do far more for him than we probably need to. I do worry about m/s resulting in him being in a little pocket with his 1:1 and not learning to be independent. Just another thing to throw into the decision making cauldron!