DS (11) with on the 'borderline' of being learning disabled. What kind of help can I expect?

[InsanityandBeyond]

Any advice appreciated!

DS has been seeing a Paed for the last 2 years due to him being at least 4 years behind on his education (at Yr 3 level and now in Yr 7). We had a CDAC assessment last week and I was told he did not fit on the ASD spectrum as previously thought but had significant learning delay and is 'borderline' learning disabled.

He started at secondary school in September and I asked for them to get involved in the assessment (getting feedback from his teachers and someone attending the assessment as requested from the Paed) but they did not do either! I am quite pissed off as his primary school were not bothered about him at all except for behaviour (and on School Action+ from Yr 1 onwards) and I am worried it's going to go the same way at secondary.

I have to wait for the full report from the assessment which will take at least 6 weeks. I am told the school will not be informed which I am rather surprised about as the Paed said that they will have to find new strategies in which to teach him. I can give them a copy if I want to apparently which I obviously will.

Paed said it is up to me to decide whether to ask for a Statement from the LEA. Am not sure what to do now - feeling rather lost and worried about how DS is going to fare in the future.

What can I do? Any ideas?

Oh forgot to say that I instigated the assessment not his primary school. He had been seen by the Ed Psych there who did not come up with anything much to help him.

Definatly apply for a statement. Start the process yourself then you know its done. IPSEA have a template letter on there website. It sounds as if your ds will need a significant amount of differenciation sorry can't spell. Also get on with statementing before EHC's come in .I believe Sept.14. They are replacing statements and order is will be harder to get.

Should of added type of help depends on his needs. So may well need differentiated curriculum. If he has social skills problems he may need work on this. He may need 1_1 to help him access curriculum. May need speech and language therapy. May need it to help hand skills etc. May need technology eg lap top especially if his hand writing is poor. May need space for time out if gets wound up or stressed by being in class. Provision should haha depend on his needs.

Not necessarily a Statement. It depends what support he requires and whether it's within the resources of the school to supply that help.

A lot depends on what intervention has been tried and and how much progress has been made as a result.

Has his progress be slow but steady, or spiky?

Thank you both for replying. I am umming and ahhing about a statement.

His progress is more slow and steady. Handwriting and spelling atrocious, more like a 6/7 year old which is the age he came out in some of the assessment. He is very immature. He has a twin brother with no issues like this so difference in development is patently obvious and probably what makes me stress about it more.

The thing that worries me about a statement is the 'labelling'. Still to have a proper meeting with school although met with SENCO before he started as I wanted them to be aware of his difficulties before he started. He has been moved DOWN in levels of quite a few of his classes as he was finding the work too difficult. His behaviour has been very good so far in marked contrast to primary school where I was constantly getting called about 'silly, disruptive' behaviour.

Wonder sometimes if I am over worrying and should just accept that he is 'slow' but then think it is up to me to make sure he gets all the help he needs to achieve his potential and not be just left on the sidelines.

'borderline' is a description used for psychometric testing which encompasses 2nd percentile (standard score 70) to 8th percentile (standard score 79). The report should give you actual results rather than just the description. What assessments were done at the centre?

Stop umming and ahhing and get on and apply for a statement whilst they still exist

Sorry to sound harsh, but you already have labelled him... "Slow".

A Statement is not a label but will aid you to find the support and the help your DS needs. My son has a Statement for severe dyslexia/ADHD/anxiety /dyspraxia (and other co-morbid conditions). For years his original SENCo didn't want him diagnosed for his severest condition - dyslexia - because of the "label" it would give him. Despite being dyslexic myself, I allowed her to get away with this. End result was no diagnosis, no provision, and extreme anxiety which, at the age of 8, nearly resulted in him having a nervous breakdown (and me too!)

Now he's Statemented and totally has the right support. He's not labelled at all, just a child who has educational needs. And better still, I've seen the return of my little boy instead of an anxious wreck of a child.

"but then think it is up to me to make sure he gets all the help he needs to achieve his potential and not be just left on the sidelines".

Focus on this rather than anything else. Stop umming and arring about a statement also because if you do not you will find that three further months have gone by without anyone actually doing anything!!.

Use IPSEA's website as well as they are very helpful www.ipsea.org.uk

Yes, you are basically his best - and only - advocate here. Stand up for him and apply for the statement asap. He is already being labelled by others and negatively so. A "label" should only be used as a signpost to getting your son more help.

My child is also in secondary and has the support he needs (via a Statement and he is not defined as a person by that at all). Your child's educational rights need to be legally protected.

Get a statement. It gives you options later on and as he transfers into adulthood and into independence he is going to need that support. He's not going to wear it round his neck and frankly if he is operating at the evel you say then the kids all know he has extra help anyway. You have to think long term. Realistically he's not going to be taking 10 GCSE but may well be able to do a college course. The statement gives you doors to these options.

It's not about labeling, I agree, but statements are only intended for children who have severe and/or complex needs, which cannot be met within the normal resources of a school. If a DC has needs which can be met within the normal resources of a school, then a statement isn't necessary.

Although statements bring with them the legal protection, that isn't justification to seek a statement in itself. I think it's too easy to suggest that every parent seeks a statement who comes here and it doesn't do us much credit if we are so indiscriminate with that advice.

By the way, Insanity, I'm not suggesting you shouldn't seek a statement. I'm saying that you need to consider the sorts of support your DS may need and decide if it's likely that a school could give that support. If so, push for the support. If not, push for a statement.

To be honest with you, lougle, by the time parents start asking themselves "does my child need a statement", they have already exhausted all other avenues of help including the school's normal resources. Statutory Assessment is such a major step and such a major emotional roller-coaster that it is very often the last resort.

Surely if the school could give him the support he needs... they would have been doing so, rather than let him get at least 4 years behind.