proposed statement here - help please

[sodit]

i will no doubt inundate with lost of questions. my first one is that I agree with the statement in principle but the wording is to wooly - can i send back my comments and name a school. Or do i have to get the contents agreed first.

Talk to an independent organisation (NOT parent partnership) like IPSEA and or SOS;SEN and read parts 2 and 3 to them verbatim. They will tell you what it should actually say.

Any statement that does not have specified or quantified provision should be rejected out of hand. Woolly worded provision is not good either, it needs to be specific.
Reject it out of hand after speaking to one of the above and advise the LEA to rewrite it with those particular recommendations in it.

thanks have spoken to them, they said send back the statement with the corrections and name the school.
now i am trying to find the correct words i dont like it, would much rather be solving trignometric equation. and im not being sarcastic much prefer numbers to words.

can someone help de-fluff this sentance (i,m stuck)
school staff will provide ds1 with models of vocabulary and correct pronunciation.

sodit Do you have SALT?

Have the charities not helped? Trouble is, it is secondary transfer tribunal time

Why don't you run it past parent partnership as a first go, and then tighten it up again.

Alternatively, post paragraphs here and we can have a go, but it really isn't the same as getting proper expert help on this.

Alternatively, I know that RGO will go through it with you for a reasonable hourly rate (She sometimes posts on here so search for her and click on her name to get her details).

btw, that sentence basically says that they will talk to him once in a while.

Star it has salt but i have had to put lots of corrections in but that sentance is just wrong. the statement just doesnt quantify or qualify.
The best bit though is in part2 which states "ds1 has demonstrated excellent non-verbal abilities on assessment. His understanding of language, attention, listening, play and social skills are all developing within normal limits."
bit of waffle then at the end "From the advice provided it is clear that ds1 has difficulties with speech and expressive language (yep) social interaction, attention and access to learning activities" so they are going to give him help with areas he doesnt need.
He did have problems in those areas but since his language has improved these are longer problems but he ho the more help the better
I have put in lots of amendments but if it does name the speech unit i want in the final statement all the rest of it is covered iyswim.

sodit, you won't get a language unit placement unless part 2 makes it very clear that his needs can only be met by that.

Is the SALT in part 3.

What is the EXACT wording of the SALT provision?

1. To promote the development of x?s expressive communication skills so that he is able to communicate his thoughts and feelings effectively in a variety of contexts.

?x will receive a programme to develop his speech and language skills, planned and carried out in close liaison with a speech and language therapist. This should be changed to: x will receive a programme to develop his speech and language skills planned by a speech therapist and carried out and monitored with the collaboration of a qualified speech therapist.

1. This does not state who will implement the programme and what level of qualifications/ training they have.
2. It does not state the amount of time the speech therapist will to have to liaise with school staff implementing the programme.

x will receive 20 sessions of speech and language therapy over the year or until the next review of approximately 60 minutes duration should be changed to: x will receive 20 sessions of speech and language therapy with a qualified speech therapist of approximately 60 minutes contact time each session. This will be carried out over the year or until the next review. ? The school will provide x with daily opportunities to work on an individual basis and as part of a small group to develop his speech and language skills and Makaton signing. They will provide him with daily opportunities to participate in activities to develop his speech sound awareness and articulation of speech sounds. This should be changed to: x will receive as part of his individualised speech programme time each day to work on individual basis and as part of a small group to develop his speech and language skills and Makaton signing supported by a 1:1. x will participate in activities each day for x minutes to develop his speech sound awareness and articulation of speech sounds. This needs to specify the amount of time each day e.g. at least 25 minutes and with whom. It needs to state who will be in charge of the groups, who is to provide 1:1 and what training and monitoring they should have. It also needs to specify the group size and whether they will be children with similar problems. ?x will be provided with opportunities to use alternative means of communicating including signing and visual symbols. The class teacher will plan opportunities to use visual methods of communicating in lessons requiring verbal contributions. This should be changed to: x will have available to him alternative means of communicating such as visual symbols. He will have access at all times to either a teacher or LSA that is trained and is proficient in the use of Makaton signing. The class teacher will make available to x visual methods of communicating in lessons requiring verbal contributions, as well as encouraging x to verbalise the contributions he makes. ? School staff will provide x with models of vocabulary and correct pronunciation. This should be changed to: School staff will provide x with models of vocabulary and correct pronunciation in accordance with his speech and language programme. Sorry its long its copied and pasted from my response to the propsed statement please add wwhere you think its too wolly

Make sure you quantify small group as 10 could be small group

sodit would you like me to put up ds section on salt if u think will help know were same area then you can compare

Acess to learning activties could be because phonics will be hard for him

round the bend yes please. i think the access to learning activities is from old reports when he wasnt very co-operative

1. To promote the development of x?s expressive communication skills so that he is able to communicate his thoughts and feelings effectively in a variety of contexts.

?x will receive a programme (what programme, what IS a programme?) to develop his speech and language skills, planned and carried out in close liaison (how close?) with a speech and language therapist.

This should be changed to:

x will receive a programme weekly/fortnightly visits of 60 minutes duration from a SALT to develop his speech and language skills, who will also meet with staff half-termly to train and monitor the daily therapy that x will receive.

1. This does not state who will implement the programme and what level of qualifications/ training they have.

1. It does not state the amount of time the speech therapist will to have to liaise with school staff implementing the programme.

x will receive weekly/fortnightly sessions of speech and language therapy over the year or until the next review of approximately 60 minutes duration delivered by a qualified SALT.

x will receive as part of his individualised speech programme 30 minutes a day of direct therapy, and 15 minutes of group therapy with a TA trained by the SALT in the programme and who has the minimum level of ????? in makaton.

x's therapyy will focus on speech sound awareness and articulation of speech sounds.

The class teacher and any staff in daily contact with x, will have attended the official 2 day PECS course and be trained to a minimum standard of ??? in makaton. (this is your path to the unit). These alternative communication tools will then become part of the daily pracise when communicating with x.

? School staff will provide x with models of vocabulary and correct pronunciation. (meaningless. May as well say 'staff should not swear in front of x)

Hope that gives you some ideas. Make sure that the need is spelt out in part 2 though as this is the solution to that need.

Make enough demands of the level of training needed to enable x to access the curriculum and you'll get the unit. As it stands, I doubt they are intending the unit.

thank you muchly now must get out of the habit of typing singing instead of signing, that would look good on a stataement ds1 will use other means of communication including singing though i think he would like it.

heres the bit in part 2

XX has severe devlopmenta verbal dyspraxia alongside severe oral dyspraxia .He is unable to produce any constants in isolation or in words .He has limted number of words he can say

at assesment he obtained age equivlent of expressive language of 2.2 (1st percentile ) indicating a severe delay.xx is not able to to use spoken language to retell , explain or comment

ok heres ds which is about speech

xxxll receive a program plannned by speech and language therapists .This programe will be implemented on a daily basis by school staff of not less than 30 minutes ets will be montiored by school staff and S&l therapist
xx will require 60 minutes of weekly therapy carried out by a s&l therapist

all language used in the classroom will be supported with signing , symbols and visual aids and that teaching staff will be suitably trained in using and implenmenting them
Adults working with Riordan must be aware of the need to introduce paget gorman .

xxx will need a teaching enviroment where all adults use sign language and children are encouraged to sign language alongside speech in all areas of the school

in his provison al there was large section about makaton and that all staff must be trained levles 1-8 , but the unit uses padget gorman as it is more complete signing sysytem so i was happy to drop this

Bearing in mind I knew back even before provisonal statement that plan was for speech unit and there had already been a panel meeting that agreed Riordan needed a speech unit , it then went back to panel to confirm the unit I wanted .

I would have tightned it up lot more but since he will be going to unit not worried mind im tackling there Ot provison but again Lea looks like folding and giving it

To be honest think I would of struggled lot more without Ican , Hertfordshire lifted every one of there recommendations and copied there report word for word for part 2

thanks star and roundthebend, I have sent it back and named the school so it is wait and see again. Ds1 has just had an iep review wher he has met every target and bettered them in most cases. He was described as confident and outgoing and always mixes with the ms kids so now im still umming and aahing over the unit. just wait and see i guess.

But did he reach the targets because he had access to speech group while in nursery? Without that do you think he would have progressed? .good luck for the unit

He reached the targets because of all the help and natural progression I feel. It he didnt have the help it would be a lot slower but he also talks to the ms kids more I guess because he can understand what they are saying. thanks again