Not masking at all?

[ISaidDontLickTheBin]

This is probably going to sound a bit weird but all I see is threads about DC masking at school then letting it all out at home. Anyone else had the opposite experience?

DD is nearly 5, in mainstream Reception, (strongly) suspected ASD waiting for a dx. EHCP application in progess (past 20 week deadline, we are complaining). School are doing their best but her sensory behaviours in partcular are much worse at school than at home. Climbing the furniture, putting things in her mouth, running off, refusing to sit still. School seem to be looking to us for ideas but I'm not sure what to say to them as she is much more chilled out at home?

Yes DS is the same and always has been. We see his quirks at home but he's much worse at school. Has ADHD been discussed? It seems like that is often the other way round (also related to sensory issues and running around etc)

What support have the school put in place? Do they give movement breaks, sensory circuits, does DD use ear defenders, chewelry, a wobble cushion… Did DD have a sensory OT assessment as part of the EHCNA?

Have you written to the Director of Children’s Services threatening judicial review for breach of the statutory timescales?

My DD shows these behaviours both at home and school, but her sensory issues are much worse at school. I assume it's because home is calmer anyway and she can take herself off to her room if she wants. Even in year 2 the classroom is never totally silent (it doesn't help that there is another SEN child in her class and they both seem to trigger each other). At school, they do have a den where ASD children can go but a)it's often being used and if she needs it she wants to be alone, b)she can't spend all day there and c)there isn't always someone to take her.

Same. ADHD being raised here too, so Espritdescalier's comment is making me go hmmm.

Thanks all,

To answer some points:

No one has mentioned ADHD.
Threatening judicial review is the next step with the EHCP - I've seen the model letter on the EHCP website. LA are paying temporary funding to the school because the EHCP is overdue, they seem to think that absolves of of any responsibility to actually pick up the pace. There was no OT assessment offered.

School have put a few things in place: chewelry, wobble cushion, some visuals. It's really obvious a 1:1 is needed though and DD doesn't have one currently.

An OT assessment wouldn’t have been offered, but you could have requested it. Without a sensory OT assessment there won’t be any sensory OT provision in the EHCP, and it sounds like it’s necessary.

On a similar note, was a SALT assessment part of the EHCNA?

Do the reports you have from the EHCNA e.g. EP report specify and quantify 1:1?

I’m assuming the funding is high needs top up funding, the school could use that to fund 1:1. If it isn’t enough the school can request more.

DS used to be like that, basically he has some senses he seeks and others he avoids, but when there's to much of the ones he avoids, he would try to drown it out with the sensesory input he likes.

In his case it meant making lot's on counter intuitive links. Eg if he's licking the door handle, put his ear defenders on. But really things didn't improve much until he changed to a school that was less sensory overloading, then most of the seeking behaviours stopped.

DD is already under SALT so they just brought forward a scheduled SALT review and did an assessment report for the EHCNA based on that and previous SALT visits. EP assessment was a while ago now but we haven't seen the EP report yet- that seems to be the bit that's holding things up. From our parent meeting with the EP she did seem to suggest she was going to recommend at least some 1:1.

The funding is called Transition Support Funding.

@Sprogonthetyne that's interesting what you say about sensory seeking to drown out other sensory input. DD shows a lot of sensory seeking but hardly any overt sensory avoidance. I wonder if she is doing the same as your DS?

The current behaviour school are struggling with is emptying boxes of toys/resources onto the floor and then walking away. She doesn't do this at home so I don't really have any answers for the teacher on this!

Yes same here, I’ve written whole threads on this…., 😂😂. Unfortunately even after a move to a SS it hasn’t calmed down much. At the moment they are going all out with a school OT programme. Too early to see results.

we have tried adhd meds but for him there was no magic answer (terrible side effects) so we stopped them… for now. Currently pondering whether to restart.

And I love your user name 🤣

If the transition support funding isn’t what your LA are calling high needs top up funding the school can apply for that too.

Haven’t you even had a draft EHCP yet? If not don’t wait any longer to threaten judicial review.

Yes DS does not mask at all ever. I don’t think he has developmentally gained the awareness of needing to tone behavior in different settings. Perhaps as he grows he will, which in some ways will show he has gained an awareness he didn’t previously have.

But you can tell if there are environments that don’t suit him, he will make everyone very aware (which again, is no bad thing then I am alerted and can tell them to change!).

I describe my youngest who is autistic, as an open book. What you see is what you get. He does not mask anywhere. He just reacts and shows emotions proportionate to how he’s feeling. He will do different things at school than home for example at home he will only drink milk and diet lemonade but at school he’ll also drink blackcurrant and orange squash. Also when he gets in to his escorted bus on a morning it’s as though we don’t exist, he’s in another place as far as he’s concerned and doesn’t even look at us or wave. He’s very happy to be there 😆 His teacher says he’s the same when he gets on the bus to go home. The teachers etc don’t exist to him then. Aside from that, he’s happy as long as he’s doing what he wants to.

My DC never gets overwhelmed at home anymore, however there was a few years in Primary school where in September when he had a new teacher, new room etc he would get stressed and anxious in school. It used to settle down once teacher got hang of what caused it.
I don’t think he masks anywhere he is who he is.
At home he has control over his environment and can make any necessary adjustments. He goes to his bedroom when he needs a quiet space, jumps on trampoline or bounces on gym ball when he needs movement.