What do you think of this then? ........ Lingle?

[StarOfValkyrie]

Wording in DS' statement.

In the first line is ds has a dx of asd.

2 pages in, and I want it to say 'ds has difficulties with social interaction'.

The LA have agreed the wording but only if it preceeds with

'In line with a dx of asd, ds has difficulties with social interaction'

Be interested in anyone's views. Is this an attempt to reduce the expectations of the staff working with him?

I think its OK as it explains that his social interaction problems are related to ASD, not because he "chooses" not to bother or has some other mental health problem. I would get Autism (with a capital A) in there as much as possible. Does he also have Learning Disability? Get that in there too if possible.

No he doesn't have a learning disability.

I think that I'd rather less mention of his disability tbh, the only reason I got a dx was to get a statement, so his 'weaknesses' would be identified.

But I get your point perhaps. I want them to see him as 'capable' with the right support though, not limited by his disability iyswim.

I'll think about it.

i have got on page 2 ds1 has demonstrated excellent non- verbal abilities on assessment. His understanding of language, attention, listening, play and social skills are all developing with in normal limits.
then further down the page. From the advice provided it is clear ds1 has difficulties with: speech and expressive language, social interaction, attention and access to learning activities.
His only difficulties seem to be expressive language the social interaction is from old reports. Do you think i should leave it in so he gets extra help with interaction and attention or ask them to take it out as they are contradicting themselves.

Bet no one ever reads the statement except those allocating resources. I would guess teachers never do - ds teacher is brilliant but would say she has probably only skimmed the statement. I woulddn't worry about it and make sure his difficulties are highlighted. It's the only thing that will get him adequate resources.
These things are very difficult to read but we have to play the game of describing our child in the worst possible light to get what we need. Hey ho.

Hmm, but I don't want him described in the worst possible light on his statement. I want the best.

I want people to have high expecations and understand that they are failing him if his social interaction doesn't improve, not dismiss it as an unalterable symptom of his diagnosis.....

Surely the main thing on a statement is for it to be a full and accurate description of the child's difficulties ?

As I understand it part two is a description of those difficulties, the first part of first three is a set of objectives aimed at meeting those difficulties (followed by provision in second part of part three).

So where you want the high expectations is in first part of section three.

But I don't think putting in 'in line with a dx of ASD...' is an attempt to reduce expectations of him I see it as describing why he has those difficulties.

I guess I think that you might need to think about what battles over this statement you absolutely must win and what you can let go. If the objectives are good ones and do reflect high expectations, then point seems relatively minor. If everything is a point of principle then you have got to put the same amount of effort into fighting everything -- and perhaps this one phrase really isn't that signficant.

But I'm not in your shoes, so I might be completely out of order on this. Sorry if this is the case.

Not at all. It is helpful to haver perspective. I suppose I think now that they have pointlessly pushed me all the way to tribunal they better bloody give me the moon.

It is not a massive point in the great scheme of things I suppose. Even if a teacher makes the time to read it, it is unlikely the will retain it for very long. It is more important that they retain things like 'must have 30 mins daily of SLT' I suppose.

Still, this document is ds' and however small a point, I feel duty bound to make it accurate, and even if the words are, I feel the gist is depressing his capabilities.

I think, on the contrary, that is is simply laziness, or shorthand.

'ds has difficulties with social interaction'

That could be shorthand for:

ds is shy
ds finds it hard to make friends
ds doesn't cope with groups
ds finds social interaction uncomfortable
ds does not engage in social interactions
ds does his own thing

etc., etc., etc.

I think that the LA wants to put

'in line with a dx of ASD, ds has difficulties with social interaction' to cue the reader into the realm of difficulties your ds may have with social interaction, rather than having to expand on them. In line with that, if they specify those difficulties expansively, they then need to provide for them expansively in part 3. Therefore, they simply write 'in line with an ASD dx', and they don't need to make detailed provision...

Unless you aren't happy with the level of detail of the provision for his social interaction, I would let that one lie, personally.

Lou Thank you for that. I never thought of it like that but I expect you are right.

That's okay then I suppose. It is like saying, he has all the social interaction problems that are associated with a dx of ASD.

Phew. What would I do without MN? It's brilliant that I can figure these things out in advance of sounding like a pillock!

just seen this, but you're all sorted out already