aww Christie - how lovely that they sent that letter. I'm always ridiculously gushingly grateful when in ds1's school-particulalry through having seen the other side.
I woould like to steal a bit from 'T''s parents' letter because ds1 too is now "at a school where he is valued for the person he is and where appropriate and realistic targets are made that will allow him to reach his full potential.". It's the way in which ds1 is valued that has been the largest gain.
Compare this: ds1's mainstream annual review:
""whilst some progress has been made this is very small and Ds1 continues to perform at a level far below his chronological age..... the stress and isolation caused to his LSA is great and a feeling of not being able to meet ds1's needs is stressful to all concerned...... staff need to receive quality inpiut with restrain procedure training.... has yet to sit conisitently on a seat independently...." and so it went on for about 8 pages.
with this- from his latest annual review:
"I am very pleased..... to say that of the 4 objectives we wet at the last reviewe we have managed to achieve 3 before his handover to class 3. Three? well two and a half actually. Not impressive? It is when you look into how much of a learning curve ds1 got himself through to get to that 2 and a half. We've come a long way- a long long way- from the ds1 who joined us all those terms ago" The report is a celebration of successes "Ds1 has made incredible strides in the amount of verbal processing his is willing to do. He will process words combined inot fairly lengthy sentences and respond to them. He is intelligent enought to process and appreciate the consequences....." Where things haven't gone to plan the reasons are explained an the alternative approach given "This curious passivity extends to most of our activities in class. I decided therefore half way throough the term to knock PECS work/exchanges for objects on the head. We will of course aim long terms for....." etc etc
The mainstrream report says " although isolated and apparently unaware of the environment ds1 appears content". WTF?????
TBH I think the 2 full reports I have here demonstrate why for ds1 mainstream failed him utterly and at every level, whilst special school is nurturing, challenging and pushing him. Would be happy to fax you copies if you want Bloss, CAT me for details.
BTW Bloss Lucy Blackman who I mentioned earlier as being similar to ds1 but having an English degree (BA (Hons) in Literary Studies from Deakin University in Geelong) is Australian. Facilitated communicaiton has been used more in Australia- I think the centre is called the Deal Centre.