Kazzen161
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Posts posted by Kazzen161
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Remember that it is not your concern where the money comes from - it is up to the LA and school to sort out, but the provision must be made and in the end it is down to the LA to ensure it happens, so keep complaining to them. Nothing that you are asking for is too difficult.
You could tell the LA that you agreed to the placement as they said they could meet his needs, but as they apparently cannot do so, you will be looking at more suitable placements - it might help get the LA to put pressure on the school to comply in order to avoid a more expensive placement.
Make sure you discuss and record the progress/lack of progress at the Review. Lack of progress is the sign that the provision/placement is wrong.
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The LA have no power over the NHS, so they cannot make them provide any services. Anything in Section 5 is not guaranteeed to happen.
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Often the Cambian, etc schools offer day places as well as residential, if you live close enough.
I will PM you a few suggestions, but it looks like you live near Norwich, so I don't know that area very well.
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Congratulations.
My son did his test a little while ago, and I am very glad I didn't have to do it.
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I found it useful to read through the access arrangements to see what the criteria are for special arrangements:
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My son has been learning to live independently over the course of the last 6 years, and he still needs some support and monitoring. I do understand how frustrating it can be, as at your son's age no-one will do anything without his permission.
Perhaps it is time for a serious talk - to explain that you will be selling and moving to a smaller place, and that that means he will need to move out. You could give him a date when this will happen and then work out an action plan with him, of what he needs to learn/do in order to be ready by that date. Then you can support him to learn these things. There are some things he could do now (eg: his own washing, cook a meal).
You could try Connexions, but I am not sure if they work with 25 year olds or just up to 25 years old.
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I am presuming this is a primary school, in which case I find it hard to understand why they are so unwilling to help him. Would you consider changing schools, as with an attitude like that I can't see things getting any better. What does your CP suggest?
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Sorry just to add. I can see how visual timetables would help with the routine and change of routine in school. My son is bright and he knows the dreaded school trip is in x number of weeks. Just makes the countdown even more stressful for him and us. There is in my view something else that is causing him to not want to do things - but I don't know what. He is not doing this to try and manipulate me that I am certain of. It is all to do with change but not because he doesn't know when it is happening. Hope that makes sense
It is all very well knowing when something is going to happen, but if it is something you are anxious about, knowing when it is going to happen is not going to help much (think how you feel when you know you have to go into hospital or to the dentists). Social stories/books give him all the information he needs about where/when/why/how/in what order things will happen. The more they know about something, the less scary it is (so if someone says to you: you need to be at the hospital at 8, go to ward 3B, see the nurse, bring clothes, slippers and money for the phone, etc - it all helps you feel less anxious). This is all nothing to do with being bright - all people feel anxious about the unknown - our children just find it even worse.
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A "social story" type booklet can be made to prepare a child for a trip (eg: with photos and explanations of what will happen when). Adaptations can be made to trips as necessary (eg: if he does not like to dress up, let him wear uniform and give him a job eg: photographer). A TA can regularly talk him through the weekly schedule in advance, and explain what will be happening. If a visual timetable is used, they can use a "Ooops" sign to show something is different.
If the stress of the unexpected is reduced by preparation, then he will learn that change does happen and that it can be OK.
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I think it just takes lots of practice - reiterating that it is OK to lose.
One teacher used to play a game, but did not say what the prize was til the end - so the winner could get a treat (go out early) or a "forfeit" (eg: stay behind and tidy the classroom)!
It also involves learning to be a "good winner" as well as a good loser (eg: thanking the loser for a good game).
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The CofP 5:72 has some info on phase transfer.
The CofP also says that the HT must send the review report to the LA within 10 days. If they had not received it, I cannot see why they would not have chased the school for it long ago.
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It might be worth copying in your MP to any correspondence with the LA (stating that you are concerned that the 5 weeks allowed is nearly up, etc) - that tends to get things moving!
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Looking at some SEN info I have, it seems P levels go up to 8 then it goes onto Level 1c.
It also says that an increase of 2 P levels per year is expected.
This has some useful info on EYFS and P levels:
http://www2.halton.gov.uk/pdfs/educationandlearning/sen/pscaleshandout
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I also thought the ending was abrupt. It was interesting seeing the pressures on the Head to exclude vs not to exclude. It really only touched the surface - it was not clear what help the boy had already had or what help he would now get.
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Is the special school the one the LA will be proposing? Do they have a place free for your child, should he need to go there?
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I would suggest contacting Connexions. Round here there are various courses like E2E (entry to employment) that are aimed at young people with few qualifications. He could also try a Basic Skills course at college, as usually these are more 1:1 or small group and it would get him used to the college environment. Some colleges have courses particularly aimed a people with some sort of SEN, where they get much more support.
If he is interested in anything agricultural, those sort of colleges are often very good with children like ours. The environment is a lot quieter and more supportive.
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I agree with JsMum - e-mail the SENCO and word it as "I don't know if you are aware that Ben has been very stressed since returning to school. Whilst I appreciate that some things are beyond your control, I would appreciate it if he gets the support he needs to settle back into school." Then list the issues.
If nothing changes over the next two weeks, get stroppy.
I have just gone back to work in a school and we also have building works. It has caused a lot of problems, and even the staff are finding it very stressful.
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http://www.camphill.org.uk/silo/files/an-introduction-to-camphill-communities-sept-2009.pdf
is quite informative.
It seems to be more skills based - I presume they offer a standard curriculum in the schools.
To convince the LA it comes down to the same as always - you have to show that that school can meet all her needs (as described in her statement) and others suggested by the LA can't. To get a residential placement, she would have to show that she needs a 24 hour curriculum. Would SS part fund it?
I presume she has visited these schools and they have indicated that they would take her child? She shoudl ask the schools if they are approved (by the seceretary of state I believe it is). I think they are, but if they aren't that does not mean they cannot be used (it's just a bit more complicated). Their prospectus or and Ofsted report will often state if there are children there funded by LAs.
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It is difficult as eg: an asd unit will be using lots of things that are already there as part of the whole school budget (eg: science facitilies, PE facilities, toilets) so how do you work out that part of the cost? Likewise, LA special schools benefit from having lots of children in one building and can argue that they do not need their own SaLT/OT/ etc as the NHS can provide that (as if!). Indpendent schools have to set fees, so generally it is easier to find out their costs (though some charge differently depending on the child's needs).
As a parent you just need to find a school that can meet all your child's needs. The LA will not pay for a school that can offer more than your child needs, but it will have to pay if it is the only school that can meet all their needs.
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I did see some games in real life and I know that some were not really suitable for under 10s (and some are very "american"). I can't remember if Socially Speaking was one of them - I can't find my notes at the moment. If you do a search there are probably some cheaper ones that are just as good.
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This can be one of the difficulties of a child being in residential. We had difficulties with getting T's in-grown toenail sorted and with getting his provisional driving licence (needed a letter from the GP). The advantage is that the school GPs tend to understand ASD/ADHD better because of their links with the school.
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We have had issues with the JC. My son is now on ESA (the capable of work with support level). We found the actual medical OK, but he does have a diagnosis and I did send in lots of info. The actual processing of the claim was awful. We went the ESA route partly because they hassle you less to keep applying for jobs. They are taking ages to process ESA claims, so at least it might mean you are free from hassle for a few months.
The JC don't seem to be very flexible - you are either in one system or another.
I did find complaining to my MP has meant we get much better service now :-)
You could ask to see the Disability Employment Advisor, but I have not found them much help so far.
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It is quite likely that there will be someone keeping an eye on the e-mails over the hols, so it would be worth e-mailing them just in case.
DLA Renewal
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I think they are still sending them out about 6 months in advance, so maybe give them a couple of weeks. They don't send out loads of reminders anymore however, so do ring if you have not received them by the end of November.