I have in my hand a piece of paper...

[inappropriatelyemployed]

Ok, I don't want to rejoice as I feel brutalised but I have an amended statement in my hand with an out of school package on it for DS.

SEVEN months after he left school.

They say they have agreed direct payments too - well we'll see.

But thank you all. Thank you Wet and Agnes and Star and Towie and Senmerrygoround and so many others who have been kind enough to support me - always. I am so sorry if I've missed your name out - I am full of cold.

You are special, special people.

I honestly have no doubts at all that you know what you're doing. That's never been in question - sorry if I came over that way.

Your DS sounds a lot like mine at that age. He could do maths in his head but hadn't a cluse how to express how he did so. He used to experiment with things - like adding and subtracting in Roman numerals - twas better when he discovered Binary

DS couldn't read at 7 and showed no inclination to do so. Nothing would encourage him to open a book. Then he discovered computer games and that computer games came with a manual that you could read to improve your performance at the game. Once he knew that he virtually taight himself to read in a few days.

Same wih writing - no point learning it until you have a purpose for it.

You may find that, like mine, he is actually sucking it all in and will be a late developer.

Can you see if you can get a deal on two observations: Home and School; compare and contrast?

That's an option Lougle but I reckon if he is seen at school the picture will be clear. The reason I am against the school visit is only because it is late in Jan meaning I have to keep him in school longer and will come across as a bit aggressive to remove him the day after assessment, delaying things further.

It didn't come across like that Wet. And besides I rely on you lot and your often harsh criticism and challenge to give me a chance of making it work.

I would have got nowhere before without people telling me what they thought quite bluntly. Best have all the arguments on here then present case with all challenges answered.

Btw, I can't say I know what I'm doing. It's more that I know now that no-one who is paid to does either and that 'adequate' is a moveable undefined term and that protection of the public purse often really means protection of the jobs of those who are paid from the public purse.

I think most EPs can get evidence wherever the child is. Many independent EPs never even see the child at school!

I think you wouldn't be happy hanging out til the EP visit and it is DS' ability to learn and his learning needs they will be focussing on.

Yes I agree. But I am also concerned that if an EP doesn't see him in school then at some point the LA EP will come out to the home and see an engaged, happy, confident child and recommend mainstream with no support from Sept. As you know, parents can have nothing to do with their child's ability or progress...........................

Yes I suppose we all do Star. I have the opposite problem, school seem to think that ds is more capable than he is. Well ds IS very capable, everyone is in agreement there, its just his difficulties get in the way sometimes and they still tend to view it as 'willfullness'. Although they are understanding more with time.

Sounds like you have it all under control and a plan, your ds is lucky to have you.

It's a tough one Star. But I suppose you can then get the evidence you need and use that evidence as justification for your decision to remove.

Ah well. Sorry for hijacking your good news IE. It just seemed like we're kind of on a similar road really.

I expect it will all get solved one way or another. For a change, the worst option currently available isn't that bad to me. I think I could manage to help ds cope with it. As I said before, he isn't 'yet' damaged and I have no tolerance for trusting. Sad, but unfortunately essential.

You may find that you don't want to risk the progress he will have made at home by returning to school - ever.

I had a good long look at the Free special school that was linked on here.

To me, it's little more than an untested autistic base, attached to a mainstream school, with lots of aspirations and good choice of buzz words.

What I didn't like was the fact it shared a campus with m/s. That it said pupils would be encouraged to have their lessons in m/s. That it had yet to negoiate specific speciakis funding for pupils. The staff ratio looked hopeful rather than achievable and I didn't see a lot about the skills level for teaching/assisting ASD. And they think they'll have a 50% SALT and OT? Nice.

TBBrutallyH M/S and ASD do not mix. The ASD child will always receive unwanted anti-social attention from the mainstream pupils. We were told this my the Head of an autistic base who sadly said they could not be fully protected from this.

No hijack at all!