Communication and interaction
- SALT report dated 21/9/09
? he presents as a child with a complex pattern of strengths and weaknesses, mainly relating to social communication and behavioural skills?
? X cannot consistently understand the concepts ?before? and ?after?, which might be adversely impacting upon his general ability to understand and follow instructions in the classroom?
Specialist in Social communication SALT report dated 16/11/09
? X is described by his teacher as a boy who is usually focussed within the classroom setting. On a 1:1 basis, he seemed quite agitated and moved around a lot on his chair
? X is often confused by instructions and explanations.
? On many occasions during the assessment he seemed quite confused
? His output in general seems to involve quite simple sentence structures, often with quite muddled ideas within them
? His conversation skills remain quite limited
Bibic report dated 16/12/09
? We can see from the results that x will experience difficulties with planning and organising what should happen in a sequence to achieve a successful outcome of an activity
? X is easily distracted by sounds and is sensitive to certain loud noises. In addition he needs instructions to be broken up into 2-3 steps commands and is inconsistent at responding to his name being called
? British Picture Vocabulary test X required extensive directions during this test to begin
? Renfrew Word Finding Vocabulary Test ?Difficulty in this area may make communicating with others difficult, possibly resulting in frustration
In view of the significant difficulties highlighted in these reports SALT recommended 1:1 TA help for 10-15 minutes 1-2 times a week to develop his speech pronunciation, social communication and functional skills, but school are only providing 1:1 TA help for 10-15 minutes 1-2 times a week to develop his speech pronunciation
This is severely inadequate. As a consequence his teacher finds it difficult to explain and deliver instructions without him getting confused. His conversation skills are so limited he is unable to feed back and engage in a conversation that will clarify and he is unable to make himself understood, which contribute to his anxieties.
IEP dated November 2009
? At times he separates himself, often physically from the rest of the class if a lesson involves an activity he dislikes. On these occasions he becomes non-communicative when addressed
Teacher report dated March 2010 to the LA
? At times he disregards instructions from staff. He sulks and cries and takes himself to the back of the carpet when reprimanded?
Following a meeting on 12/11/09 the strategy of putting a now/next timetable was put in place, this has failed, primarily due to the negative response of staff to his difficulties and he has never used it; this was confirmed by Miss x in a meeting on 1/2/10 see minutes of meeting dated 1/2/10. Despite this fact the school continue to set the use of this as a target. A further indication that school are unable to understand x?s difficulties is they continue to reprimand him when he experiences difficulties, adding even further to his anxieties.
Given the above, plus the teachers reporting of her difficulties in communicating and the inability of the school so far to understand or address this, he needs a full detailed assessment to highlight where exactly support will be beneficial and to direct the school in strategies of support.
Without adequate 1:1 help in place, progress cannot be made or monitored and SALT targets set cannot be met.
Does that sound better?
Perhaps a bit long, i could probably cut down on the number of quotes in the final draft, but i want to make sure i really get my point across. No matter how many his difficulties are highlighted in reports, school are still not 'getting it'.
Im also really stuck on what help to ask for, i have no idea of the kind of help i can expect (up to this point, we have had none.