Is it worth stamping my foot about an Ed Psych?

[debs40]

I have just spoken to Parent Partnership about getting an Ed Psych report, through school, for DS (almost 7 with ASD).

They strongly recommended that we do this, praticularly in view of the skewed profile DS already demonstrates (when tested by bibic).

Schools approach has been that he is doing ok academically so what is the problem and anyway we're doing Early Bird Plus.

Parent Partnership say they are protecting their own resources and that as DS is on SA Plus and 7 with an ASD, an EP report would be appropriate.

Are they helpful? Do you think we should push for it?

We've never had one - DS has AS/dyspraxia although relatively mildly.

I know that ed psychs can't diagnose anything so we haven't seen one. My DS is also doing OK academically and I think we are rather abandoned by the professionals as a result.

I have been wondering whether there would be any benefit to it but the school don't seem keen at the moment.

I shall await the replies to your thread with interest.

It's a toughie isn't it. I know how distracted he gets and how hard it can be to engage him and I can see him being on autopilot at school. He has high cognitive abilities but problems with other issues and I think this just averages itself out and that as long as he falls within the average range, no one else is bothered, whetehr or not he's doing as well as he can

Definitely push for it. He's on SA+ so school should at least have discussed him with the Ed OPysch when the Ed Pysch makes his regular school visits.

Ed Pysch can't formally dx but can run a battery of tests designed to identfy strengths / weaknesses and suggest forms of support. They can also identify an autistic profile from the test results i.e. impaired cognitive function.

Yes - def go for it.

We hot the jackpot with our Ed Psych, we couldn't have asked for a better report. Totally backed us up about a statement and was supportive of special school place and ABA - said it was up to us which to choose, he would support either. Of course so far the LA are ignoring it - they gave us a statement but not SS or ABA! But it sure helps us at tribunal. Given everyone had spent months telling us we were greedy / neurotic to think DS's needs justified a statement it was such a relief for someone to listen and agree with us! But not all EP's are as wiling to give an independent view. EP could not test DS as he was too young but I would think with older child would be really helpful - you can ask them to do a baseline assessment.

Thanks. It's so hard isn't it, I feel despairing today.

DS is ok at school. He isn't unhappy. The staff are nice to him and he doesn't cause anyone any bother. But they don't have a clue about ASD and I feel the more I push, the more I'm labelling him, so the less they see him as an individual.

But I have had to push them every step of the way - SEN register, IEP, SA and now SA+.

I can't rely on their judgment when only 2 months ago his teacher told me very dismissively 'he's miles off SA+, how ridiculous' after the SALT suggested it

Errr SA+ ISN'T a 'higher level' of support than SA, it just signifies that there is someone from an 'outside school' organisation helping your DS. Therefore, if he is seen by a SALT, he should be on SA+. WHY do schools do this??. The only person who can put your DS forward to see the EP is the school's SenCo. If the SenCo doesn't put the child forward to see the EP, the EP doesn't see the child....NOW........There is (a very sneaky) way around this (if you get nowhere with the SenCo)....Contact your local Tascc team, and ask to have the number for the EP. Speak to the EP's secretary. The EP's secretary will take a note of your concerns RE your DS and pass them on to the EP. So your DS will 'be on the EP's radar'. THEN when the EP goes into the school for his/her next visit, if your DS isn't put forward to see him/her, the EP will start asking very in-depth questions to the school's SenCo, and voila! An EP appointment is forthcoming!

debs40

You're certainly right - your son's school are completely clueless when it comes to ASD.
My guess is as well is that although he is doing "okay" academically it could well be that this progress eventually stalls.

SA plus frankly is not worth the paper its written on. All it means is that there are outside agencies involved with your son. There is no extra support automatically granted on this scheme.

Labelling should be seen as a signpost to getting him more help. You are your child's best - and only - advocate.

I would certainly push for an EP report; you need to think longer term as well. These are good leverage when it comes to Statementing.

There is no guarantee currently that your son will be able to access any more support the higher up he goes through the education system and Juniors is very different from Infants.

Have you thought about your DS going to another school?.

I would seriously consider getting your son a Statement Debs - that may go some way to saving you both a lot of bother in years to come. I know you have read that from me ad nauseum and SEN in any form is very relentless but half the time authorities rely on nice parents like you to give up.

At least with a Statement the school have to take note; SA and SA plus are not legally binding.

Thanks Attila. I do take on board what you say about statementing. I really value your advice.

I am following the process with some friends who have a son a year older with AS to see what I would do.

I think this is a step I need to do first. For my peace of mind, I need to feel that I know what his needs are educationally and then I can feel strong about taking on all-comers.

The school is generally a good, happy school. They are clueless on this as I don't think they're used to someone who fits in so well and could have ASD. I think if I put my foot down, they would take it seriously and respond but I wanted to check I was doing the right thing so that I don't lose credibility when I do that. If that makes sense.

Thanks to all

Debs40 -

"DS is ok at school. He isn't unhappy. The staff are nice to him and he doesn't cause anyone any bother. But they don't have a clue about ASD and I feel the more I push, the more I'm labelling him, so the less they see him as an individual".

This struck a cord with me because this is exactly what it is like for us.

I don't know that our school don't have a clue about ASD (or AS in our case) more that because my DS is not typical of most children who have this dx then they really don't know how to deal with them specifically. Whatever it is though, I don't feel like he is meeting his potential.

For example, my DS is not very good at maths, his strengths are in reading and writing. Rather than help him more, they have kind of thrown their hands in the air and said that he won't be able to improve that much because he is AS/dyspraxic. Maybe an EP would be able to give him some stratagies or at least help him understand better.

So thanks to everybody in this thread I am going to push for a base line assessment too. I would like to know what his IQ is, what his strengths and weaknesses are and how much they are the result of his dx, so that we stand a chance of working out a way of overcoming them. If he has no natural ability then that is one thing but if he has the intelligence and the aptitude and they just aren't bringing it out then that is quite another. It is one of those times when a label is counterproductive I think but then you won't get any help without one so it is swings and roundabouts, isn't it?

Good luck Debs in getting your EP assessment.

Loudlass - thanks for that. I actually rang the EP team last week and I understand that they will take referrals directly from parents. Parent Partnership have confirmed this too. Of course, their advice is to try and resolve any issue with the school first (it still comes out of the school allocation) but you do have the right to request an EP assessment directly if all else fails.

I was told that you have the right to be there as well.

Niecie, I agree with you entirely. In fact, the more I read and see, I can see that autism is a global label which does nothing to reflect the fragmented profiles of the children with it. They are individuals and their strengths and weaknesses need to be assessed accordingly.

debs40, did they tell you what the procedure is in your LA for making a parental referral for an EP? Just that in my LA, you can download a form off the website and send it off - it's quite straightforward. I didn't realise they had that information on their website when I was still sorting out my DS's stat assessment, even PP didn't seem to know! They also had all their policies on SEN on their website, which I wish I'd looked at when I first made a request for stat assessment, as I got turned down initially.

debs - you're obviously not in Essex! Your area's EP takes referrals direct from parents . Not all areas do. It's the postcode lottery again.

No, loudlass, Wiltshire.

It's such a PIA all this. I don't want to be labelling him and sometimes the more I push the more I think they'll end up losing sight of DS1 as an individual.

But, if I just for one minute thought 'you all know what you're doing' then I wouldn't have to worry. But they don't and I do.

DS' teacher has started to do some writing work with him and said he picked up spaces between words and things really quickly when she slowed him down as I'd suggested. But FFS he's been in school for two and a half years (18 months at this one) should I have to be the one to tell them that?

Debs

I wish you the best of luck with getting an EP referral. EP may recommend that he is statemented - that will put the winds up some sails!. This person ought to be seeing your son as a matter of course, it is sad to me that the school have not bothered to do this and again it is down to you to put wheels in motion.

See labelling as a signpost to getting your DS more help. No label to my mind equals no support anyway, well any of any long term use.

No-one in authority takes any notice if there is no "label". If the child is quiet, can cope (well demonstrate something along those lines) at the time in class, is "undemanding" and not behaviourally disruptive their additional educational needs become easily unnoticed by school and teachers. I feel this is happening with your son, I sincerely hope I am wrong but I have seen that scenario more than once now but these children are still being failed.

You will also have to keep on telling the school how to do things.

Never forget that you are your DS's best - and only - advocate.

Thanks Attila, I know you are right about the labelling. I have drafted an email to school about it. Would you have a look at it if I CAT you? Don't worry if you'd rather not.

I am also speaking to the ASD consultant psychologist tomorrow to get her views.

Debs

Have just seen your most recent post.

Please feel free to CAT me, will try and help if at all possible.

Thanks - have CAT you.

Attila-that's exactly what happened with my DD through primary, she sat there quietly not learning. Now the behaviour is 'spilling over' into school now she's at Secondary, there starting to push for more help....