fgilbert

Hi, We are on the way with our 5 year old son being diagnosed with ASD but also have strong impulsivity. At school he recieves 1-to-1 support in lesson time from the local behavioural support team and at lunchtime the school utilises a variety of LSAs to ensure that he is never left unattended. Essentially he has 100% one-to-one support. Lunchtime are proving to be increasingly difficult times for him. He struggles in the dining hall to eat his meal - too busy? too noisy? not the traditional sloppy food he likes (stews, roasts, gravies)? too desperate to run around playground? then when he does go on playground he is prone to hitting out (or at the moment head butting!) especially when he feels that a game is not being played in the right way (e.g. kicking a ball in basketball) or he is being stopped doing something..e.g. squelching in the mud on the grass area! School are now thinking of bringing him in 15 minutes before everyone else, however, not said yet what he'll do in that time and if he hits one lunchtime then he would not be allowed in playground the next day. I believe the lunchtime needs to be more structured...it is too long a time for him. I don't believe that banning him from playground next day will help as it too long a time gap between incident and punishment. I wonder if any of you could advise on how the school could effectivly manage lunchtimes better. The local asd outreach teacher stated when i last meant her that my son probably the most complex child his current school come across yet so guess they are on a learning curve so have to be forgiving in a way but need to be fair to my son too. hitting isn't acceptable, but at moment, using social stories we are trying hard to overcome this...any adivce here? LOL!!!! want to succeed...

Hi, It has been a rocky week for us and I thought rather than lurking, searching forum I should join and share. I have a 5 1/2 year old son who is currently in year 1. He has not got a diagnosis yet but we are currently waiting for the results of the ADOS test. School feel that he shows strong traits of ASD. He has had input from o.t. and salt since he was 2 1/2 year old. Pead.consultant believes it is just developmental delay with expressive language delay and hypotonia (low muscle tone)linking into fine and gross motor delay. However, in school in class of 30 he struggles. He is SA+. Despite having TA in class he is ego-centric, has issues over personal space, finds transitioning between tasks and is unpredictable. He does have little quirks at home e.g. wearing soft trousers, things smelling and loves collecting rocks. He is currently at home and not in school as school do not feel they can support his needs and he must have one-to-one. We finished a 5-day exclusion yesterday after a boy was hit on the head with a rock as my son stated "i wanted to see what brains look like." However, at re-integration meeting they said they hadn't sorted support for him yet so would have to remain at home for more days and on return be on a reduced timetable. I have visit from the outreach teacher of the primary school in our area which teaches children with moderate learning difficulties. She has given us a new structure of reward chart, visual timetable for days activities and use of now/next prompt cards. She is re-arranging her children so that she can see my son in his school. Today i have CAMHs visiting us at home- first appointment. At the same time we have an appeal in as the local authority refuses to carry out a statutory assessment!!!! I hoped someone may be able to answer a few questions for me- 1. what am i able to do with son when he is not in school? exclusions state you must not be seen in public places during school hours but reduced timetables are authorised absences? I'd like to take him to soft play and maybe a few trips... 2. How should i expect timetable to increase hours in school? 3. lunch time tricky period - can school make ewan come home for lunch? Feels very over-whelming at the moment, really want him to be interacting with his peers and be getting an education. fritha

Hi, It has been a rocky week for us and I thought rather than lurking, searching forum I should join and share. I have a 5 1/2 year old son who is currently in year 1. He has not got a diagnosis yet but we are currently waiting for the results of the ADOS test. School feel that he shows strong traits of ASD. He has had input from o.t. and salt since he was 2 1/2 year old. Pead.consultant believes it is just developmental delay with expressive language delay and hypotonia (low muscle tone)linking into fine and gross motor delay. However, in school in class of 30 he struggles. He is SA+. Despite having TA in class he is ego-centric, has issues over personal space, finds transitioning between tasks and is unpredictable. He does have little quirks at home e.g. wearing soft trousers, things smelling and loves collecting rocks. He is currently at home and not in school as school do not feel they can support his needs and he must have one-to-one. We finished a 5-day exclusion yesterday after a boy was hit on the head with a rock as my son stated "i wanted to see what brains look like." However, at re-integration meeting they said they hadn't sorted support for him yet so would have to remain at home for more days and on return be on a reduced timetable. I have visit from the outreach teacher of the primary school in our area which teaches children with moderate learning difficulties. She has given us a new structure of reward chart, visual timetable for days activities and use of now/next prompt cards. She is re-arranging her children so that she can see my son in his school. Today i have CAMHs visiting us at home- first appointment. At the same time we have an appeal in as the local authority refuses to carry out a statutory assessment!!!! Feels very over-whelming at the moment, really want him to be interacting with his peers and be getting an education. fritha