PDA in a mainstream school?

[CurrerBell]

Having a wobble today and would really appreciate someone to talk to...

Just to give some background... sorry if this is long!

My DS has just turned 8 and has started Junior school. He has a diagnosis of Asperger's with PDA (he is very demand avoidant). He is academically bright but will not engage with lessons, and needs adult support for every transition, from the time he arrives at school to the handover to me at the end. He hides under the desk and needs adult support to coax him out (amongst many other frequent, daily occurrences).

At his previous school (Infants) things weren't handled very well and he started having violent meltdowns / panic attacks. He was excluded from school twice and ended up on half days for the last few weeks of term (thus avoiding possible permanent exclusion).

He is currently undergoing statutory assessment (after months of us fighting to get this far). In lieu of the statement the LA granted emergency funding to enable DS to make the transition to Juniors. School have been able to provide full-time 1:1 support and he has had a positive start there. Even with a 1:1 things are not easy, and there have been incidents but these have been handled well by the school. I really want him to stay at this school as they are going to start him on a programme of emotional/social education and they are generally being very supportive.

However, I'm hyper aware that it could take just one big/violent incident and we would end up with the cycle of exclusions again, and with DS in crisis.

The LA SEN Team rang the SENCO yesterday for school's input into the statutory assessment. The case officer then tried to tell the SENCO that DS is "high functioning"... The SENCO said that is irrelevant - he has PDA, and if you want DS to learn you have to be with him all the time. The SENCO has now written a letter detailing just how much support DS needs, and saying the consequence of him not having this support could be permanent exclusion.

I know the SENCO had to say this to the LA but it's upsetting and has really knocked me back. I know this would be a very real possibility if DS doesn't get the support he needs. I am terrified that the statement with come back as a NIL or not have enough hours specified. After all we've told them, it seems the LA are still not joining up the dots!

Plus, even if the statement comes back with full-time 1:1, I know school is still going to be a struggle for DS. Special school doesn't seem to be an option given his academic levels, and also the fact he probably wouldn't get a 1:1 there, due to the smaller class sizes? It is all churning round in my head so any words of advice would be very welcome.

Thanks OneInEight - hmm, for some of my complaint - no home tuition for the first 6 months DS was medically unfit for school - it is too late to put it right. I can focus on them amending the statement so that DS can go to the indi school that we think is right for him. (Currently they say they can't meet need as the statement is worded to provide heaps of support in a state MS such as DS being taken out into small teaching groups, a mentor available throughout the day, a safe haven etc. The indi cannot do groups away from class but we think DS will do better with the small class size of 15 they have for all lessons.)

currer so sorry things have come to this.

Thanks all. We've been trying to work in partnership with the school, but it seems clear that when things get tough they will just exclude. They permanently excluded another boy with PDA last year (although it was a different head and SENCO then). Even having DS in school three hours per day is proving too hard, as I'm having frequent phone calls about toilet accidents and difficult incidents.

The LA has accepted most of my statement amendments (mostly taken from my indie report). However they wouldn't accept that DS needs "one to one support in all lessons" (which was in their own EP report). They said this would be too restrictive as most special schools don't offer 1:1. The problem is I can't see DS coping in any class at the moment, no matter how small. He's been working 1:1 outside the classroom for months. When he didn't have a 1:1 he just left the classroom and wandered round the school (which was a big safety issue).

I also said that DS needs "an environment with a secure boundary". They have argued that this is a health issue rather than educational, and moved it to the non-statuory part of the statement. But if he is able to let himself out of the classroom / school then how can he access education?

I am pretty sure the panel will say say no to the independent school (the decision is being made on Wednesday).

I am worried that the LA will just name their own generic special school and DS will have to go there against our wishes... could this happen? We don't think he would cope there. Although the school may say no anyway (they told me they are not a school for behavioural problems as they have to protect their vulnerable pupils... and they are already overcrowded and oversubscribed).

Our only other alternative is to name the local ASD unit for September (when they have a place available) and ask for home tutoring in the meantime.

This feels like a horrible game of chess with DS's future at stake...

Hi OP, would you mind updating me on what happened to your son? We are in a very similar situation to you (including in the same area) and trying to figure out a new year 3/junior school option. Neither MS or local specialist seem appropriate. If you have any advice it would be massively appreciated!