fiorelli

It's quite good. Her Diagnosis's are; Aspergers Syndrome (Autistic Spectrum Disorder) - bit of a surprise as she told me in the consultation that he was just ASD Signs of Attention Deficit Disorder (ADHD) Reading Difficulties - query specific learning difficulty Mild low frequency hearing loss in right ear. She performed the Hiskey Block Design test on Louis, whic she has said Louis struggled to do, saying that he managed to do the first test with a bit of prompting, and did the second test, but it took a long time (she has written in the report that this part of the test is equivalent to an age 9 level - louis is 7). She has also noted that he had difficulty copying shapes for example the triangle, and even the square. She has noted in the report that he found it difficult to find anything to occupy him in the clinic for more than a few minutes, and that he kept coming in and out of the room. She mentioned that in the Draw A Man Test, he gave a mental age of five and three quarters. She has also guided in a lot of places to the Results of the Autistic Spectrum Diagnostic Interview, In which, all of the answers were 'Yes' except one; Is his language 'superficially perfect' regardless of whether or not comprehension problems or other speech and language problems. Her answer is written down as 'NO' In conclusion, her Educational Provision Recommendations were that 1. He will need a school with small classes and teachers experienced in children with behaviour and learning problems and Autistic Spectrum Disorder. He is likely to need a great deal of one-to-one 2. He will benefit from the use of the guidelines for Autistic Spectrum Disorder Children........and there are similar guidelines for ADD. 3. In particular he would benefit from Social Skills Groups. Groups for learning social stories and the use of visual clues and visual timetables. 4. He may also benefit from the services of the Advisory Teacher for Autistic Spectrum Disorder. Lets just hope that it helps the LEA come to the right decision regarding a statement.

Thank you all for keeping your fingers crossed. They worked (well to a degree anyway!) Louis is going to be staying at the unit, but is going less. At the moment, he is in mainstream school everymorning, and every Wednesday afternoon (for a social skills group/nurture group), and at the unit every other afternoon. This has been going well, and there hasn't been any major meltdowns (probably because he looks forward to the afternoons, as it is 4 adults to 3 children, and the majority of their 'work' is play. Also, he has a 'free rein' at school in the morning, as he totally flips at any idea of work. so to 'keep the peace, and to stop Louis getting so agitated, the school are keeping things very low key) From Monday, he is only going to the unit every Monday, Tuesday, and Friday afternoon. This is going to be cut down over time. Lets just hope that they can keep him in some sort of education until the LEA get off their butts and decide whether to assess him for a statement. Although, the headteacher did explain to me a bit more about why she would exclude him if necessary. Apparently, as there is an application in for a statement, if Louis gets permanantly excluded, the LEA HAVE to educate him. The onus is then on them to get him into a school or provide him with some sort of education, and not on us (which it would have been if he was excluded BEFORE the application went in) make what you will from this. I am still in too minds as to whether they have done the right thing or not.

Hi Smiley. Sorry to hear things still aren't going well. I don't envy you one bit. I am getting all the help I can from my school, and professionals, and still, everything is taking a hell of a long time, and a hell of a battle. Is there anyway you can get advice from an outreach worker/get them to go into school and observe him? (don't know how you go about this though, although I do know of a school that send out outreach workers to my area if that helps - or even if this has already been done?) I will say though that our LEA is a hard one to get a statement out of - but that doesn't mean you can't. What is to stop you putting in an application with the information you have, and go from there? Good luck, fiorelli xx

Thank you all. Lee (NT - thankfully sometimes!) came home from school really talkative, so I thought it would be a good chance to ask him if anyone is picking on him/pushing him/hitting him in school. He said no. I think I will take your advice Nightingales, and ask him straight out Who hits him. I might get somewhere then. Nellie, I will look at that site you posted. Fiorelli xx

no news. Am assuming I will hear tomorrow. Will go in and speak to head. Keep those fingers crossed please

Louis's Headteacher, LSA, Senior Teacher from EOTAS Unit, Lady from Behaviour Intervention team, are all meeting now (this minute!) to decide whether Louis is to stay at the respite unit in the Afternoons. Please, Please, Please, let them say he can stay there for another 6 weeks (at least!)

popped into the headteachers office to see what is happening to Louis's review next week, only for her to say "I'm glad you came in, I need to speak to you about Lee". Bit of background... Lee started school last year, he really loved it, looked forward to going to school, happy, bright, full of beans, gain for a laugh, was doing well in school, tried hard, had lots of friends he would talk about. He started year 1 this september. Over the last few weeks, we have noticed that he isn't as happy, is quiet, not interested in playing games/joking. Keeps saying he is feeling sick on the way to school. more often than not on the way too/from school he will kick off, start shouting/throwing his book bag. I just put it down to the fact that now he is in year 1, he has to do a lot more work (i.e. paper and pencil, rather than learning through play like in reception), and that he was finding it a bit hard. Today, the Headteacher said to me that she thinks that another boy is hitting Lee. It was witnessed by a dinner lady yesterday, but this was the first time it has been witnessed. The Headteacher thinks it has been going on for a while, and that because Lee has to put up with and deal with Louis and his violent outbursts, and it has become a way of life (god that sounds bad), that he is just taking this other boy hitting him, and not telling anyone. The Headteacher has said that today, the classroom assistant will spend some time with Lee, reading him a social story, and try and get him to open up about what is going on, as she said that they cannot do anything until Lee tells them what is happening, although they have their suspicions. I feel so bad that my little boy is being bullied, and that the signs are all there, and I haven't picked up on them

loulou, no he shouldn't be in a mainstream school. This is agreed with by myself, hubby, headteacher, ed. pshyc, paed etc etc etc. Just hoping and praying that the LEA will listen to everyone. Head teacher has said she will exclude IF SHE NEEDS TO - your guess is as good as mine as to what this means. BUT, I must say that I totally respect her decision. I am quite certain that if Louis was in any other mainstream school, they wouldn't have put up with taking a whole class of children out of the room as Louis was trashing it, 1/2 sometimes 3 times a day. Other schools wouldn't have put in 1-1 support for Louis ALL DAY EVERY DAY he is there. They wouldn't be so understanding about the fact that we are making exclusions from his diet, and help in whatever way they can. They wouldn't put up with his siren noises when the classroom becomes too much. The list is endless, and the school have put up with it for 2 whole years, going into the 3rd year while we get all the reports and help that we need from outside sources.

next week. I am absolutely sh!!!!ing myself. Well, it gets reviewed next week, and I have a feeling that they are going to say that as he is so calm and well behaved at the unit, he is okay to go back to mainstream school full time. At the moment, his day is - 8.45 - 12.00 - Mainstream school 12.00 - 12.20 - Lunch in mainstream school 12.20 - taxi pickup 12.40 - 2.30 - Respite School unit 2.30 - taxi pickup 3.00 - arrive home. Louis CANNOT cope with full-time mainstream school. He CANNOT cope with part-time mainstream school. His school are very forward in admitting that even with the 1-1 support that he has all the time he is in mainstream, he is NOT ACCESSING EDUCATION (headteacher/classroom teacher/LSA/Deputy Head's words!!!!). I am VERY concerned, as the headteacher has told me that when he comes back to full-time school, now that his application for an assessment for Statement for SEN is with the LEA, she WILL EXCLUDE HIM IF SHE NEEDS TO, TO FORCE THE LEA'S HANDS (Headteachers words!) with regards to the statement. The Headteacher has told me that she expects a statement to be in place by Christmas. I phoned the LEA today, and they have said that they don't expect a statement to be in place - IF THEY AGREE TO AN ASSESSMENT AND STATEMENT - until AT LEAST MARCH!!!!!!!!!!! My God, I cannot cope with Louis being at home for nearly 6 months. HELP!!!!

someone else on same site has put this... Knownowt United Kingdom 6294 Posts Posted - 12 Oct 2005 : 13:15:16 -------------------------------------------------------------------------------- I think the best way of approaching it is to look at the 2 cards each person is left with first. For them to add up to an odd number, you need either 1 or 3 to have been removed. So chances of each person's cards adding up to an odd number= 2/3 To have the total of all 4 being odd, you'd need one person's cards to have an odd total and the other to have an even total. Chance of S's cards being odd and P's being even= 2/3 x 1/3 = 2/9 plus chance of P's cards being odd and S's even = 2/3 x 1/3 = 2/9 So total chance = 4/9.

have asked on another site I go on, and all are of the concensus that it is VERY badly worded! someone has put this though. don't know whether it will help bagpuss United Kingdom 25288 Posts Posted - 12 Oct 2005 : 13:13:56 -------------------------------------------------------------------------------- So, probability... Stella's cards in red, Paolo's in blue We start with 1, 2, 3, 1, 2, 3 and lose one of each, so we have 3x3=9 different possibilities 1, 2, 1, 2 Total = 6 1, 2, 1, 3 Total = 7 1, 2, 2, 3 Total = 8 1, 3, 1, 2 Total = 7 1, 3, 1, 3 Total = 8 1, 3, 2, 3 Total = 9 2, 3, 1, 2 Total = 8 2, 3, 1, 3 Total = 9 2, 3, 2, 3 Total = 10 Four of those are odd, so the chances are 4/9 that it will be odd. I'm sure there's a clever fancy way to work it out without working out the 9 possible scenarios (eg total = 12 before removal, probability of 2 being removed being odd = x, thus prob of remaining total being odd also equals x), but I always find doing it this way helps you understand better what is actually going on.

Hi Smileymab. I would suggest you phone the school and ask what is going on. I have been put in a similar situation with Louis. School were going on a trip to a zoo-type place. School told me that the only way for Louis to go was for me to go with him. They know I have 2 other children, one who needs to be picked up from nursery at lunchtime, so in effect, they knew I couldn't go with him, hence they excluded him unfairly. Speak to the school and find out what is going on. At least you will have tonight to get him ready. Sorry, I just wrote all that, and realised that the trip is today. Hope that you managed to get it sorted out. fiorelli xx

That was what Louis asked me this morning. The next sentence being: "Why are they inside us?" The final question being: "What do they need that special egg machine for?" The first question stumped me. I thought he was talking about chicken eggs. The next sentence made it a bit clearer, so I said "They are what babies grow from." The third sentence came after my explanation, so I deduced that he had watched something on discovery health without me knowing. so I just said "some people can't make babies on their own, they need a bit of help. That is what these machines do." Did I say the right things? He went straight up to his LSA this morning, and said "guess what? She doesn't have enough eggs!" Queue her looking rather bemused as Louis walked off after giving this statement. So I explained what has happened this morning, and said that I really didn't know how much detail to go into with him. she said "oh well, I think we will be having a talk later then if the subject comes up". I am happy with this. Myself, Louis, and his LSA all have a good understanding of each other, and I am happy that she will not go any 'deeper' than she needs to with Louis. And will help explain it in a way that he understands. I am expecting a lot of statements when he comes home though. better get myself prepared....

Do year 2 do SATS????? Louis is in year 2, and I haven't heard anything! - should I be worried????

well, she finally called me while I was out at nursery. She left a message on the answerphone saying she had 'forgotten' to put it in her diary! and that she will make another appointment and get back to me. Now, do I tell her I have already made another appointment for Wednesday, or let her find out for herself???

she's still not here. If she doesn't turn up soon there will be no point going. It is at least a half hour drive to the school, half hour there, and half hour drive back home again. I need to be back home by 12 to pick up my youngest son from nursery.

Was supposed to be picking me up at 9.45 to visit a special school - and she hasn't bloomin well turned up - it is now 10.05!!!!

This sounds like a 'multi-disciplinary meeting' where the school, you, ed pshyc, SALT, and any other professionals, and someone from the LEA all get together and discuss what is to happen with regards to your son. The lady from the Behavioural Support Team at our LEA wanted us to have one for Louis, but we had already seen everyone, and have got most of their reports, and between myself, headteacher, and EP, we decided this meeting was not neccessary, and in fact, a waste of time, so we just went ahead and made an application for a statement. (I have just sent back my form agreeing to have the assessment made, so hopefully, things should start happening soon) Am glad that you taped the meeting, and make sure that any correspondence from you in done in writing (keep a copy for yourself) as well as verbally, and keep on at the school. Daily. Several times a day if neccessary. Good Luck

Hi Smiley. Have (finally!) read the whole thread, and your son sounds so much like Louis in the classroom. I really don't have any words of advice, other than to keep on at the head, put as many requests as possible in writing (as well ask asking verbally) , and keep a copy for yourself. Many people have told me that it is the parents that shout loudest and make a nuisense of themselves who get the help, as the people they are shouting at do it to get the parents off their backs. This is proving true for us (at the moment), but fortunately, we are one of the few lucky ones who have a headteacher who cares about the kids, and does all she can for them (she has proved a great help in shouting at the right people, and as such, an application for a statement went off to the LEA that was literally an inch thick - with more reports to follow!) Good luck, and keep shouting! Luv fiorelli xx

Thank you Zemanski! So simple, yet exactly right

We have been advised to put Louis on a Wheat Free diet by the paed, as alongside his ASD/ADD he is having bowel problems. We had a problem today in school, where the choice for dinners was a beef burger in a bap, or Macaroni Cheese. both with chips and salad. (I didn't know about this before hand otherwise I would have doen him a packed lunch.) He ended up having a plain burger (which in itself has wheat in, but obviously less than the macaroni), without a bap plus chips and salad. When I picked him up, the deputy head mentioned to me that there are a couple of children in the junior school, who have a wheat/Gluten Free diet, and that the cooks make them up something different, and that it would be possible for them to do an extra meal for Louis - BUT, I need to write a letter and request it, so - any ideas???

Thanks Bev!

Thanks Bid. Unfortunately, only this one school in Hampshire is apparently right for my son (according to ed. pshyc, paed etc.), but will be talking to the PP lady and seeing what she thinks, esp. as this school will be a 45 minute taxi ride for louis - minimum!

I am going to visit a special school along with the head of the local parent partnership (who happens to cover my area). What do I need to ask? Do you think the pp lady will agree to help me with the statementing process? (the application has been sent in along with a few reports, with more to follow, but the LEA has asked if I want to appoint someone to help me through the process). The headteacher of the school Louis is in at the moment said that the statement should be in place by Christmas. - I hope so, then he can start a new term at a new school rather than starting half way through a term (but then I have heard hampshire LEA don't like giving out statements ).

thank you all for replying. I don't know what to say. so many things are going through my mind, and I don't know where to start. As for the diagnosis. I am much happier with the diagnosis of asd and adhd than with the diagnosis of DAMP and possible social communication disorder. But a lot of questions are now raising their head, e.g. are we dealing with Louis's behaviours correctly knowing now that his 'main' diagnosis is ASD instead of DAMP. Is ritalin really going to do anything? Do I carry on pushing for a trial so as we can try it? How does the new diagnosis affect our recent application for a statement? If Louis gets a statement, will his diagnosis affect which schools he can go to? Is Louis going to go on and live a full and happy life? or is he going to have a 'stigma' attached to him now he has been diagnosed with ASD and ADHD. The list is going on and on, and the more I read the factsheets/leaflets the paed gave me, and the more websites/forums I visit, the more I am getting confused, and more questions rather than answers are coming up.