Following the surprisingly good LA EP visit, I was given, several hours later, the new IEP that was supposed to reflect the changes agreed with the LA in January (especially 10 hours in class support - which incidentally the EP thought was arbitrary as he needed support all day, every day) plus the advice given the SLCN and ASD specialist teachers. I should mention that the school and the specialist teachers are all in the neighbouring LA (most definitely not the only way 
).
Specialist SLCN repeated an assessment that did not identify any issues in 2011 and it still does not identify any issues so he is now fine. She did not repeat the tests that showed narrative delay of a third to a half of chronological age. So need removed and IEP target and provision removed.
The ASD specialist teacher's report was unbelievable. I can't judge the accuracy of her observations of DS2 but the report of parents views are the opposite of what was said to her. It actually says 'DS2's mother feels that this year in school has been better than other school years' - how the hell did she come to that conclusion! There have been numerous discussions and emails about using a token reward system for over a year. Initially the school LA EP warned against using 'autism friendly strategies'. It took advice from a SALT therapist and consultant pead before the school agreed to use the strategy that had been enormously successful at home. But, the school have decided that a sheet of stickers is a TRS. This is like saying that a cardboard box in the shape of a car is actually a car. No, it's not. But according to the ASD teacher, parents are full of praise for the sticker reward system 'which his parents feel has had a positive impact on this self-esteem in relation to his work' and despite not adding a reward until they had been using the 'system' for a whole term (a single reward at the end of the day whilst the other DC are putting their coats on!) says 'DS2's father said that he can be extremely focused on activities of interest to him' as if parents believe DS2 is positively motivated.
It concludes 'It is very positive to see DS2 being educated in such a calm and structured environment, supported with clear visual instructions... I understand that SA is being initiated. I feel that it is important that any resulting increase in support should be primarily hover support, as DS2 would risk learning to become more dependent with any increase in the level of direct support given'.
The school have of course acted on this advice immediately and removed the 10 hours in class support agreed in January and deleted half the targets on this IEP.
The EP said that the sticker system was wrong and could not modify behaviour as it is written from an adult perspective with no explicit instructions relating to the behaviour required. She said that at the moment he does not know what to do to get a reward and as they are also using removal of Golden Time to punish him he is afraid to do or say anything. Six months ago his behaviour at school was challenging but he did not give a toss. Now his 'challenging' behaviour has reduced at school because he is fearful of being punished but has increased at home (he has started having meltdowns) where his weaknesses are not punished.
Bastards.
Sorry this is long. Pissed off. This new emotional abuse thing - is it just parents or can criminal proceedings be brought against teachers?