HELP! I need your stories about unmet needs in mainstream

[senvet]

Please tell me your experiences.

I am helping a kid whose statement says that the teacher can do more than ten elements of OT SALT and learning approaches of an ASD/ASC programme.

My dd has really poor working memory so forgets everything. I has taken over 2 years just to get them to stop telling her off for forgetting things.

It took emails direct to the teachers to get her a set of notes that she could revise from for her exams (she is hypermobile so the notes she takes are scant, and of course a lot of them get lost)

When we went round at consultation it was clear that all of the EP's suggestions for how to help dd had fallen by the wayside.

But I need a host more experiences than just my own to convince the relevant people that more then ten actually will not happen.

Vent please people, vent!

Each child is unique and we have all had different problems getting support for our dc. I am not sure how knowing other people struggle to get support will help you access more support from your school. I think you will need to have much more specific evidence of what support your dd needs and how this should be provided. Does she have a statement?

Sorry folks - don't want to offend. This kid's mum wants one to one, but is left arguing from a 'how would you do it' point of view? And the only story she has about how it doesn't really work on the day, at the moment, is mine. Scarcely convincing.

I am happy to go through the boards and find a load more examples, but I just thought some of you might honk to her rescue.

I can get her to post if that works better for you.

Evidence would be lovely, but as you know, Polter, it doesn't grow on trees. Sadly

Should have said it is mainstream secondary.

Does anyone know of any evidence about eg % of interventions listed in a statement that are not actually put into effect in mainstream secondary?

That would be way better than anecdote, for sure

zz fair criticism - and Polter the other posters have helped me see that anecdotal stuff doesn't really help my friend, so I am dropping this now.

It is my own dd that has the poor working memory, and the school whose teachers aren't following the EP and SENCO recommendations.

And my friend who has a statement with a list of different actions recommended by the various experts. The statement makes each teacher have to do so many things - embedded programmes for salt, and OT adapt their language, operate a behaviour programme to deal with melt downs, spot triggers for melt downs etc etc. It all falls on the ten or so mainstream teachers, and I just can't see it working.

Still, I am really glad to have Polter's ideas and with luck I will find something to add to the common sense argument that it is just too much to expect one teacher of 30 students to do.

Again, apologies to anyone who is offended.

Was she thinking her dc would need 1-2-1 or a seperate unit or ss? Even with a 1-2-1 the teacher would need to adapt/consider the child in lessons and she probably won't be the only one needing support in the class either; there may be another dozen things the teacher has to do for another child.

bil my friend wants 1 to 1 in ms. I like your point. Good thinking - thanks

That's what I was thinking. If a child needs lots of extra input that's too big a ask for the teachers and ta then it's time for 1:1