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Re the great work done at school...how much support does he get to do it? You are not a TA and I do wonder if homework should be differentiated for the disability..it's just not fair on the parents. Try what you can but I agree,write down about the attempt then leave it.Yes maybe he could do a bit at lunchtime but I still think it should be lessened if the child is not in the usual structured lesson with the usual support...just my opinion..

AAAARRGGHHH!!! If you have a statement for all this support then where is it?? I only know primary schools so can't speak for this but surely there is ONE TA there constantly;I know they go on about independence but that's obviously not working and support is needed bigtime. I would call a meeting with senco,head of year and TA.If you had a constant effective TA who had the freedom and backup to support properly,NO wholeschool punishments should be needed...he would have his own separate reward/sanction system. Sounds like you need to get a little bossy with them!! GOOD LUCK.xx

Hi.Just to say Good luck in what you decide.My friend's daughter was absolutely wild at that age(ASD ADHD) and she has just started secondary school and doing great so far..there's been a lot of ups and downs but she's socialised well and even caught up on the academics;I started full time with a yr1 boy as his TA(the parents were at the interview to help choose me on personality match not just qualifications)and we went through A LOT(!).By y5 he was finally able to go to the loo sensibly most the time(just1example) but still needed close monitoring and lots of support.He left Y6 with levels 5,4,5 happy and knowing all the local kids.. who now stick up for him at secondary if he runs into trouble.He took a lot of conditioning to integrate into school life but he did it with support.I can't see into the future so who knows what's best for your daughter,but it worked for these 2 so thought I'd share.xxx

sorry,been a while...I've been sooo ill!!! thanks for saying that.It's good to hear things from all angles;unfortunately I couldn't be that unprofessional as I love my job too much!but I have bugged teachers,senco and head to the point there is now some parental awareness,and will carry on until more is done. I sympathise as my friend went through the being ignored must be a bad mum stage too.The diagnosis came as such a relief in the end as she was so fed up of feeling judged! As time is ticking by, he is being noticed more and more so will see what happens. Any tips on managing sexualised behaviour greatly appreciated in the meantime!(inappropriate gestures with body/rulers etc and the usual hysterics repeatedly saying words rather loud...)

Just stopped in again quick.will try to see how this goes..Has P.A.S.S been metioned?Ask SENCO for try of it re reading.x

She actually sounds like she's doing quite well! Phonics spelling isnt ideal but at least its understandable and the ideas are coming out. Is she into music? they do tapes with times tables in song which seems to be remembered much easier.. I wouldnt worry about a specific memory problem just yet-All kids need repetition to learn and she may just need more than others.Also,perhaps she's not that interested(!)motivation can play a big part OR she might not be taking it in at the time(for various reasons)PLUS the now is probably all thats important to her The number bonds may have to be learned by rote as with the times tables...you may come across more of this in years to come during numeracy.Nowadays the kids are taught HOW numbers work,which is great for atypical thinkers but not our Asd Kids.Each time they learn a different strategy for the same sum,they see it as a completely different sum!I'm a TA and its a tricky time to navigate.hopefully she'll get some good visual and practical help so she can start to understaND and find her preferred methods.Try 10 items and 2 piles and show her by moving them back and forth whilst stressing every 1 makes 10.Hope some of this makes sense and gives you a bit of hope-she's just a different kind of learner than most in her class is all.Also ,orally she will prob always be a bit slower and may never do it without writing it down-time will tell but its not something you can force..Good luck!

Thanks. All info is helpful and I will look into distributing things to the relevant people. The teacher is great, it's when she's not in there are bigger problems but I've had a chat about how I feel and she's going over to him a bit more. Yes I dont want him to feel alone and he's still coming up for quick chats when he can(!) I'm just redirecting him to the teacher when I have the choice and trying my best to ignore the other stuff. It's difficult as in the last4yrs theres been wellmeaning adults who are all trying different things-the behaviour management TA took away the visual strategies I made for him last year saying they crowded his desk so I've been trying my best to not get too involved with him for lots of reasons. He's got so much worse lately and I suspect it's stuff at home as his parents are on and off with each other, but I dont know how much is us,school,hormones,his typical progression or something bothering him we've not thought of.As you know, its all about asking the right questions at the right time!The main thing is helping him but he's safe with us at primary...I so worry about what will happen to him at secondary if he gets there with no funding. Sorry to all dredging up the memories of your own experinces-I know it must be painful but it could help others by sharing. THANKYOU!

Thanks, it's good to have others' opinions.x

Hi, I went from year1 to year6 with an autistic child.Not one teacher I ever worked with had ever had any training OR experience.Luckily I received some and they were all happy to follow my lead along with advice from his parents;The communication support service also came to observe and support us once a term.The advisor was brilliant and gave a short twilight session for all staff which was very basic but helped with them backing off on treating him just as a naughty child.I was the one that went on all the courses but a few teachers were there from other schools,I think it's a personal or school choice. I'm afraid it seems to be just down to luck whether you get an understanding effective environment for your ASD child on not...

Thankyou both. The book sounds worth a read from the title alone and I'm sure the forum will prove useful for some sounding off!! Yes I thnk some subtle placing of literature is called for! well only today he has been given an individual reward system-broken down and visual with the stuff he likes on...so...maybe it was worth being a pain! It's a start but not enough; have also suggested that it may be a good idea to get the morning help in in the 2 afternoons there's no teacher instead,as that's when he's at his worst. But apart from that have made the decision to back off also.3 reasons;my kids, my sanity and..maybe me helping smooth things over isn't going to help him in the longterm..that's a hard one,felt like tough love today having to just give him a warning and stay helping my assigned kids.He ended up out the room in the end but maybe that's what the SENCO and head need to see to get the Ed psych down and re-think T.A placements.I only know what this must sound like to parents picturing their own kids going thru the same thing(I have close friends with autistic kids so know how it is from the "other side" too!).Any thoughts on this?IS it best to let it get worse to gamble that that could be what makes it better?(This boy will be crucified if he gets to the local secondary without a statement...he also has a bad phobia that could be used against him)

Thanks..No don't worry, I'm making sure my kids don't suffer...but at my own frustrations...I just so want to help this boy as well! Just wondering really if anyone has any tips..(and yes I know he needs 1-1 but no funds)it's so hard to deal with a child who I have no proper relationship with; by y5 I'd developed a trusting bond with the last ASD child and he was "conditioned" to an extent.This one has no special someone and massive anxieties which come out as physical/verbal aggression and he gets so worked up that he will just carry on/laugh in your face when you try to step in to help.Have tried various strategies but just havnt time with him to "sort" him out!

Hi. I'm a T.A. in a y5 class and am there for an ASD pupil and another with undiagnosed developmental disorder(yr1 academically) The ASD pupil is a quiet child who only got hrs part thru y4 and has now started to fly with 15wk (confidence,happiness,creativity output,even using the toilet during the day regularly when before wouldnt...etc etc,all great)The other child is also progressing very well and I just about manage to share myself so I dont feel I am letting one or the other down.(V.dif needs/abilities) The problem is in another child who has started to show more and more ASD behaviour(apparently he is the reason why my pupil stayed quietly under the radar as he is so loud and aggressive).Last year we had another TA in class who helped,but this year there is less manpower. I explained to the head that we would need more help and he did listen in that we got 4 mornings a wk.Unfortunately there is no consistency: We have 2 afternoons where the HLTAs teach because of coordinator and PPA time off and I am the only TA in there then. I'm upset as I feel I'm failing everyone...I have 7yrs exp in helping ASD children but am not a knowitall(I hope!)but my2 are suffering if I step in and the class&frustrated lil boy suffers if I dont. He badly needs help which I've tried shoutin from the rooftops for months now...think I'm just getting appeased every time I have a moan.Have said we need immmediate separate sanction/reward system etc etc...also a case of too many cooks...The "behaviour"TA seems to have an ego problem with me and tried telling me that he didnt have autism he had aspergers which is something completely different(!!!!!!!!!!!) Have since printed out info to "prove" to class teacher and senco I know about this and they continue to send him to her for behavioural stuff,as though he were just naughty.AAARRRGGHH!! sorry, I'm so frustrated myself...my partner says I should just stay out of it and let him keep getting sent out until the head and senco DO SOMETHING and I guess that's prob best as I'm feeling worn out and jaded when I think about it(yet so buzzy with my2 assigned kids) I just feel I should be able to make it all better for him but unless I was given the time,freedom and energy with him, I cant.I know it's a case of not being able to do everything but any suggestions would be greatly appreciated.Thanks.xxx