livmum

I have a 17 year old DS with a dx of Aspergers, Adhd( Hyperkinetic disorder) Dyspraxia and Dyscalculia. My DD 12 has a dx of Aspergers and Sensory Integration Disorder. My son is statemented. He has had fantastic help as a result of many battles. He still has some sensory difficulties and they were never as pronounced as my DD. He hates certain materials, labels, textures, sunds. He did however have weekly Ot from age 9-14 at school to help with dyspraxia and this sometimes dealt with his sensory issues. He is about to go to University. My DD had a handful of OT sessions which stopped aged 8. She was never statemented as she is coping in mainstream. We have worked through some of the sensory stuff with clothes, bras, shoes etc on our own. Aged 6 she had one pair of jeans that she would wear.Thankfully that has changed. At times she has stuffed toilet paper down her dresses and on one occasion literally wrapped herself in it without telling beneath the outfit she needed to wear for a school event. She still goes swimming and will wear her costume wet home under her clothes as she likes the feeling. she seeks out lots of sensory input as Ots would say but other might say she is hyper and needs those outlets. Im not sure if a true separate dx exists. Certainly lots of childen with add/adhd, dyspraxia and asd have SID or SPD. My son got the right support at his independent school that had specialist provision. I fear that my daughter who is state mainstream will not as they seem to fail to understand Aspergers or Sensory issues. My DD will still not wear a coat, lots of shoes or clothes. She hates cleaning her teeth or washing and brushing her hair. she craves movement and would happily spend hours on a roundabout. She loves funfairs and anything that moves fast and her current craze is inline skating. She had had troube when flying. My son cannot be in a room with a ticking clock.

I have 2 children officially dx with ASD. My son also has other co morbidites( ADHD Dyspraxia and Dyscalculia) . I have suffered with depression recently and it has been suggested that I may have ASD . I know that when my son was first dx we looked around the family and saw a few past and current possible examples. My husband has cousins with dx children. On my side I am not aware of any official dx . I have a second cousin who I think was ADHD. My mums family is full of eccentrics. I completed a questionnaire as part of some research which suggested some traits. I have asked that these be passed to my Gp and how I go forward for a dx if I want it. I was until recently a successful professional. I have always founds work politics very hard. I avoid socialising. I hate the part of my job that requires me to give talks to lots of people. I just wondered how may have dx kids and then sought dx later themselves. How can I suggest to my own kids that difference is good when I fear a label myself.

My son almost 18 is dx ADHD, Aspergers Dyspraxia and Dyscalculia. He attends an independent specialist school where they understand dyscalculia. I read lots on this subject before choosing this school.To get a dx at that time was hard. He saw a well known specialist in the field. I sought out the separate dyscalculia dx when he was almost 10 as by then it was obvious that despite his high IQ he just couldn't get beyond basic maths. With the help of very specialist teachers he gained a GCSE which means he can go to uni. He wont ever be a mathematician. He still hates maths.

Well done on achieving all your children's happy placements. Once you have done the complaint have a well deserved break. It is very stressful going through a tribunal.

I do want my DD to access the extra lessons. But I also feel that the scholarship scheme they run is flawed and surely all children who are getting high grades should have access to the extra lessons so that they can be stretched.. Isn't that what state education should be about. I have decided to get my daughter seen by an expert not sure who but someone who can look at her learning style and how she should be taught. My son incidentally has dyscalculia and I had to fight for him to get the right support which he did get and so was able to get his GCSE in maths.

As a mum of 2 ASD children I just wondered? My son is 17. He loves and hates what are his difficulties/differences. He wishes that he he could concentrate( severe ADHD) but loves his own quirkiness(ADHD AND ASD) and actively seeks out similar friends. He has no issues at the moment with this disclosure. I have always tried to refer to and suggest that ASD is a " difference" not a "problem". With my son as he went to an independent school with specialist provision and similar children it wasn't an issue. With my 12 year old daughter I worry about disclosure as she is in mainstream. I know that she has told 2 friends who if I am frank are quirky themselves. I have always taught them that different is good. How have your teenagers experienced this?

Hi. From my own experience I would say that you should believe in your gut feeling. Unfortunately the reality is that without a Statement of SEN it is difficult to get the correct support. I understand that this system may soon change but until then it is worth considering applying for a statement. I would also suggest that you look for a new school. With my son we hesitated for too long despite the warning signs. Work at getting this school to help him while looking for what may be more appropriate. I recall a book about " How to be a velvet bulldozer". This might help. What I would say is that you should never ignore your gut feeling. My son was a 7 year old in mainstream and is now a happy 17 year old with friends about to go to uni. Its all about the setting and teachers.

Forgive me for posting in tow forums but wanted to ensure that those who wouldn't look in education might also have a view. Long time since I posted. Hypothetical question.: State Academy secondary run "maths scholarship" which pupils sit before entering school. If get scholarship which based on complex word problems then get 2 hours maths per week sessions after school and 1:1 sessions plus fast track to GCSE. Asperger child doesn't pass test as inferencing problems/difficulty with complex word problems doesn't get scholarship but still "attaining higher than others in scholarship set. Not allowed to access those after school lessons as not scholarship. Child is level 7.2-7.4 at year 7. No child in scholarship is apparently above level 8. Some are much lower. Scholarship set also appears to be an express set or top set . Asked why child and indeed others also performing at that level ( ie above 7) can't access scholarship extra lessons- doesn't have "innate maths ability" as didn't pass scholarship test. They refer to example of music scholarships where parents complain as child is high grade in music but doesn't get scholarship as not innate ability just lots of tutoring. Child has not been tutored in maths and is 7.4 despite lack of extra input. Yes parent can argue that may be disability discrimination if no reasonable adjustments with the test. But take out the Aspergers- there are a handful of children without a dx but have those type of levels. Isn't this a type of 11 Plus selection that will affect a whole school career by the back door? Is there such a thing as "innate ability in maths?" I know what I think as I spent some time researching this "idea" of natural ability in maths. The school run maths music and sports scholarships. The maths doesn't have any impact on admission criteria. In a state school I find this fundamentally wrong. Feedback grateful particularly from teachers and maths teachers.

Long time since I posted. Hypothetical question.: State Academy secondary run "maths scholarship" which pupils sit before entering school. If get scholarship which based on complex word problems then get 2 hours maths per week sessions after school and 1:1 sessions plus fast track to GCSE. Asperger child doesn't pass test as inferencing problems/difficulty with complex word problems doesn't get scholarship but still "attaining higher than others in scholarship set. Not allowed to access those after school lessons as not scholarship. Child is level 7.2-7.4 at year 7. No child in scholarship is apparently above level 8. Some are much lower. Scholarship set also appears to be an express set or top set . Asked why child and indeed others also performing at that level ( ie above 7) can't access scholarship extra lessons- doesn't have "innate maths ability" as didn't pass scholarship test. They refer to example of music scholarships where parents complain as child is high grade in music but doesn't get scholarship as not innate ability just lots of tutoring. Child has not been tutored in maths and is 7.4 despite lack of extra input. Yes parent can argue that may be disability discrimination if no reasonable adjustments with the test. But take out the Aspergers- there are a handful of children without a dx but have those type of levels. Isn't this a type of 11 Plus selection that will affect a whole school career by the back door? Is there such a thing as "innate ability in maths?" I know what I think as I spent some time researching this "idea" of natural ability in maths. The school run maths music and sports scholarships. The maths doesn't have any impact on admission criteria. In a state school I find this fundamentally wrong. Feedback grateful particularly from teachers and maths teachers.