asd / playtimes- would yyou be happy?

[PeachyHidingInTheShed]

sort of sn aibu thread

ds1 been kicking off again at lunchtimes, nothing so far has worked strategy wise so the teachers have suggested he doesnt play with the other kids again but takes a book into library alone (i am wondering if partly my fault as i suggested a book but thought they were talking about ds's optional timeout zone)

DH feels and I am inclined to agree that this will solve nothing, he wont learn relationships alone and it tool an hour of tears and two teachers to get him into school today as he saw it as a punishment

My thoughts are if school is out of ideas then we should at least be holding an emergency review with the aim of extra hours (he has 10 atm) for breaktime use? he needs his current allocation to cope with literacy.

I am aware that other kids safety is paramount and he is a risk but it sems more of a knee jerk reaction than a strategy?

I can see both sides to this - as at high school I spent a lot of time in the computer room etc to avoid feeling awkward around kids I didn't fit in with. So if he would be genuinely happier out of a loud/noisy/unpredictable playground, I don't see anything wrong with that. I do think the library is the easy option - it would be nice I think for the school to run small groups - say using computers or play ing cards - i.e. a low key low stress chance for some social contact

he currently has this as a time out option which he takes most days

the difference i supose is the compulsion now- not allowed to play even on good days

oh I see - I didn't realise that they want to stop him playing out even when he's feeling happy and up to it.

No, that's not on. As you say Peachy, he's not going to learn the necessary social and play skills he currently lacks if they stick him in the library and forget about him. He needs someone out there to give him guidance about appropriate play, pre-empt problem situations and help him make the right choices about how to handle conflict.

We had a similar arrangement for ds at his old school - if he thought he couldn't cope with breaks at all he was allowed to choose to stay in, but mostly he went out and if he couldn't handle it he'd come inside. That was OK (to a degree) but your son is having his choice taken away from him. How would you feel about going in waving the DDA at them?! They're definitely in breach, IMO.

Maybe it's end-of-year-itis causing him to erupt lately? Loads of our kids struggle to handle the lack of structure and routine at this time of year - they hardly have any lessons and when they do it's geared up towards sports day, end of year performances etc, which isn't what they've been used to all year at all.

BTW, it's karent here - I fancied a less obvious name and was feeling peckish at the time...

My DS can be very difficult at playtime too. I understand that sometimes he needs to be withdrawn to a quiet area, but surely this should not happen even on his good days. These times, as you say, are very important in enabling him to learn appropriate social interaction. I would definitely call an emergency review, as it is obvious that his needs are not met by his current provision. We have provision for a lunch-time supervisor who supervises my DS and other vulnerable children, and she can intervene and assist to help appropriate play where neccesary, or withdraw DS as neccesary.

Not allowing him to access playtime is actually a form of discrimination. You may be able to use the SEN code of practise as a lever with the school - I have found that just being able to stand your ground and quote your rights can get action. It is an easy option for the school just to keep him in the library, as it requires little effort on their part. You can get a free copy of the code of practice by ordering from the DfES website.

Good luck!

I think that the emergency review is a great idea, and if the school won't, ask the LEA to call an Interim Review.

It does breach the DDA as they are not making reasonable adjustments AND are treating him less favourably because of his disability, so it is kind of up to them to find a solution, but obviously you're going to have to help them find one if this is all that they can come up with!

I would be furious. It isn't a strategy, as he won't ever develop social skills if he isn't given chance to practice them. The hours in the Statement clearly need reallocating to break times or, if he still needs the current hours in class time, the hours need to go up.

I would write to the school and copy the LEA in, pointing out that developing social skills is actually an educational need for ASD children, and asking for a meeting to discuss it with a rep from the LEA there who has the clout to be able to go back to the LEA and get something done if it is agreed that the hours would go up.

My J is also often v violent at breaktimes, but he has 1:1 all the time, so that's included. Yes, he is taken inside if he kicks off, but he is at least given a chance. Seems v unfair that your son shouldn't.

Good luck

That definitely sounds like a punishment rather than a strategy to me. We have the same issues with the unstructured nature of play/lunchtimes and DS is allowed on the playground but not allowed to join in any of the group games (football/basketball etc) although he is allowed to be the referee (double ) which is bizarre as it is the rules he struggles with.

He has been calmer at lunchtimes though since he started having his lunch quietly with a teacher in school before going out onto the playground. It gives him a bit of 'head space' to clear his mind and prepare for goin outside. Might this work for you??

DS's school did this to him (he's 9 with AS). Because he sometimes had problems at break they decided that the solution was to keep him indoors at break!! DS saw this as a punishment and was very upset by it. He couldn't understand why, if he had not done something wrong, he should be punished by staying in.

There's no doubt this treatment was discrimination. I complained to the gouvenours (when speaking with the school got me no where), and DS go his breaks back.

Thanks all, lots of food for thought.

Luckily this school is quite approachable (he moved on from That Crap Place to juniors last year). His marvellous SENCO is on adoption leave and her replacement seems nice but is obviously very new as is his teacher- ds1`s review was their first.

DH and I discussed this last night, what do people think of this plan?

. as it's last two weeks of term / with this teacher, I will bring him home for lunch when I can (2 minutes from school which helps). Next weel that makes 3 days.

.In Septemer i'd probably pull him first 2 weeks from lunch to let the class 'settle'. Then let him have another go at being on the playground.

.If by November this is going wrong again (bet it will), get them to call emergenct review- according to sen cose we can call that? Will need school though asPeachy is def the one to talk to about weight gain, and she will do happily. We're a friendly bunch here and always happy to read our own typing helpe dh and I as pains because of apealing over ds3.

What does he think would make the playground a better place? DS wrote a letter to the head asking for thinking things outside. They now have a chess board painted outside, a couple of picnic benches where he can read, and a quiet corner on the field. He's out there with everyone else quietly doing his own thing, and it's not too obvious.
Any chance of persuading SENCo to do the same?

that's actually a really good idea- am wondering if I can get shool to make it a summer literacy project for him.....