DS had induction for his new school today and I am worried now

[Fel1x]

DS has very recently been disgnosed with Aspergers. I was nervous about him starting school in September but after today I am more so!
It was a 1 hr induction this morning with all 30 children who will be starting and all the parents.
The teachers greeted us and said we were playing outside for the session. All the toys were outside. DS insisted on staying inside the whole time with a couple of books and a puzzle.
In the 2 mins I got to chat to the teacher I mentioned his recent diagnosis but then I said 'is it ok if DS plays indoors. he is finding it a bit overwehelming outside with all the children?' and she replied 'yes, thats fine. Does he not have any brothers or sisters?' I guess implying that if he has siblings he should be fine to play with the other children (he does have a brother btw). I didnt realise until afterwards that perhaps the teacher is not aware of what Aspergers actually is?

When we left after the session, DS wandered off in a world of his own (while I was held back by lots of people going through the doorway) and when I caught up he was wandering off to the opposite side of the school in the direction of another classroom (when everyone else was going the other way to the exit). I got him outside and then he threw a tantrum on the pavement and said he wasnt going to that new school next time. They dont have enough toys and he wants to go to a different school!

Am v nervous now

He has 2 more induction sessions over the next few weeks. Any ideas on how to make things go more smoothly??

I can sympathise with you.
My ds is 4.7 , recently dx with autism. He starts MS reception in september too.
The senco or maybe teacher (not sure who did it) has made him a social book about his new school, lots of photos of the classroom, his teacher, the library corner, the toilets, the hall, the uniform.... and i go through it with DS giving simple explanations (i try talking about things i know he will like at school). That seems to help a little with his understanding of 'big' school and i'm hoping will reassure him a bit.

DS also has had 2 induction sessions of 1 h.
He went outside on the bikes, as children were both in the classroom and outside. Then when straight into the hallway where the computers are. He didn't want to stay in the classroom where all the tables where set up with activities.
He is quite unsettled after the sessions end.
Lots of tantruming and tears.

I hope our dc can settle down when they start school... it is a worry.

I would ask for a meeting with teacher and head before the next session to explain any specific issues he might have and to tell them what needs to be put in place for him. Also can you take him on his own, without the other 30 children, so that he can get used to the place.

My ds is due to start pre-school in sept and they have been really good. I have had a meeting with the head, teacher and TA. They are happy to introduce him very slowly to suit him.

How old is your son?

Have you had a transition meeting with the school yet? (It's where you get together with the SENCO, teacher, and anyone else who has been working with your ds and you all discuss potential issues and strategies for starting school.) If not then it sounds like it would be useful.

With 30 children and parents all in the same place, I can completely understand why your ds felt overwhelmed. It's worth talking to the staff about arranging a corner where ds can escape to if it all gets too much for him. My two liked to retreat to the book corner, preferably under a blanket or cover.

Mine also had a book like the one that Genieinabottle describes. It had photos of the relevant staff, the playground, and each of the classroom areas/corners. It helped to familiarise them with the different aspects of school.

It sounds badly organised tbh. At ours they used to split the new starters into smaller groups. Parents were encouraged to leave the children there if possible but were also welcome to stay if their child would have found that difficult.

FEl1x,

You have already received some good advice so won't repeat.

All I would add is that I would now start applying for a Statement of special needs to the LEA in question. You also need to think longer term here re school; a statement is legally binding unlike any other plan you'll probably be offered.

IPSEA are very good at the statementing process www.ipsea.org.uk and there are model letters you can use.

ds (HFA/asperger) starts in sept. we our first visit next week (all 30), but i know he will be overwhlemed by it all. then groups of 15 in sept initially.

we have had a transition meeting and discussed concerns - trying the wait and see option! but the school are making a transition book as genie has described. I've asked to see the teacher and if we can come in extra times and hopefully she will visit ds at pre-school (his settled in well with support) and spend a little (an hour) with him so ds knows him.

the school are allowing me to have a box of his toys so he needs them for comfort he has access. also time out - not sure how that will work. extra observations in the play ground. also a visual timetable if needs be. they seem open to suggestion that might help. also autism outreach are aware and can be the called by school.

could you ask for extra visits, or come earlier or later (when the other kids are busy) and see if he can spend some time with his new teacher.

Hi TMSS,

Read your post with interest.

Its not adviseable to try the "wait and see" approach (often advocated by school) because it can all fall apart very quickly once the child is in there. When it does you get the fallout!. What they are doing may help in the short term but not the long term. You also need to think longer term here.

Would offer you the same counsel as felix - apply now for a Statement of special needs from the LEA in question. It'll take around six months to set up if the LEA agree to assess but at least then the additional needs your child has will be properly documented and school will have to take notice of a Statement doc. Also a statement is legally binding unlike other plans like school action plus for instance.

Never forget either that you are your child's best and only advocate.

www.ipsea.org.uk have model letters you can use.

my problem is as it stands currently i'm not sure he would get a statement, not enough supportive evidence. always hit IEP (updated every 6-8 weeks), well expect impulsive hitting (he just says he can't stop it)

his understanding is pretty good, joins in group activitites, aware of all his peers and has a few friends, not disruptive. eats ok, can get dressed (sometimes forgets), reasonably good safety awareness. no big sensory issues that come to mind, bit of hearing, hitting out maybe. spoken lang poor, sometimes can find it hard to explain himself. current main worries

• increasingly is concerned about rules, not just him but others are obeying them (esp little bro)

- hits out randomly to anyone, this increasing, mainly v. little hits, but.. and more so when stressed/excited - a social asc, but as he is, tends to get in peoples faces (do not think he understands personel boundaries) and ends up winding them up - easily distracted - const fidgeting - a few subtle stims nursery/pre-school deal with ds really well, and i'm guessing the small envirnoment allow it and has not needed extra support, but the staff always on hand. but can i base an application on what i'm certain will be concerns. his behaviour gets more challenging as he gets older, as v. easy baby.

the school have a SEN parent group and they are meeting up, i was going to canvas option.
also see what his initial reaction is next week.

Paed says ds problems will be secondary school...

No harm in appying for statement and not getting it. At worst he'll then have had a thorough assessment, everyone will have had their awareness raised, he'll get a good iep and probably school action plus ie outside help for teachers in meeting his needs.

Thanks everyone.
Had meeting today to get his official written diagnosis and told them about my concerns over DS's induction.
They've agreed to get in touch with the school and instead of us going to the next inductions they will arrange for DS and me to go alone to see the school and the teacher. Plus they are going to do a book of photos of the teachers and areas in the school so DS is familiar with them before he starts
I think they are going to do a transition meeting too like you say, with all the professionals, so feeling a lot more positive now.

TMSS,

re your comment:-
"my problem is as it stands currently i'm not sure he would get a statement, not enough supportive evidence".

That is not a good enough reason not to apply for such a document. There is more evidence here than you think. It will do you no harm at all to apply for the Statement on his behalf now bearing in mind too what the paed has said. Statements are not just for academic need; they cover social and communication problems as well.

Secondary school is not that far away really and he needs additional support long before then. Junior school can be a minefield as there are many unwritten social conventions that apply there. It can be a very difficult place indeed for children anywhere on the ASD spectrum particularly if their needs are not being met. I would argue that what he is getting currently support wise is not enough.

Stuff the "wait and see" approach as well - you're better off facing the problems head on now.

Fel1x,

That is a good start but I'd still be applying for the Statement as well now. Schools are not always so understanding and each year can be very different.

Think I've been burying my head a bit, as we have had a nice little set up, and worked for the last year, it's been like a comfort blanket. but i see this starting school is beginning to expose the differences which are wider than i think (esp when i compare somethings his nearly 2yold bro can do - i know you should not compare etc). also i had a s**t time at school (Marne description of dd1 AS, in another thread, is so similar to me) and this is not the experience i would like for ds.

I'm also beginning to find tough, my sis mention to a friend (and happened to be ds best friend) that he was asc, and i've noticed a slight pulling away and we do not see them much now, they are going to different schools and can imagine will then not see them at all. what if this is the general reaction with school parents/kids!