Hectorshouse

Thanks Lisa and Phas ... I was worried I had spat my dummy out a bit! I think your right phas I will use this chance to be frank about things, the SENCO is very good, unfortunately she isn't the one that works mostly with T, but it is her job to get across to those that do what his needs are and how to address his behaviours ... trust me I have days where he drives me to distraction, but I can't exclude him can I, nor would I. Anyway, the new draft statement was due to arrive today, and guess what it hasn't ... back on the old LEA ring-a-thon again ... on joyous days! HHxx

Thursday was a terrible day for T, I came home from work and we read together his home/school book which we always do, his TA's normally read to him what they have wrote as well, only this day she didn't this is what she wrote ... T's old book is AWOL, as it was near theen I have started a new one. T has been very challenging today - he decided he was going to be disruptive and difficult. He was told off in English, and then threw a fit in citzenship because he lost some of his work on the computer. The problem seems to be linked to computer games at break again. He is going out of his way to get out of lessons/work and we have had to be very firm with him. He threw things today and was verbally aggressive. He came very close to being excluded and he needs to realise tht he has to work as best he can with our support. My response ... If T's book does turn up please could you send it home with him, as it is a very useful record. - I don't think that or believe that T actually decides to be challenging or disruptive or difficult. These are all signs of anxity or distress for a person with Aspergers - Althouth T can articulate very well his communication skills are not the same as ours. This is very negative attitude and it is one that T will pick up on. He will also start to self fulfill and return to habitual behaviours (usually disruptive ones) if he is unhappy or insecure. What needs to be considered here is why T was acting or reacting in this way. Although I am not a schyool I could tell you of the possibility of difficulties for T this week .. 1) unfortunately there was an unplanned change of TA, this was compounded by the fact it was with J who T does not have a relationship with - or atleast any kind of positive one. 2) if he looases something like his work that 'he' views as important - he will throw a fit. This is the nature of egoism in Asperger's, he is not able to see beyond the self and cannot be rationlised with. 3) if the 'problem' seems to be linked to computer games at break then this really isn't T's problem, it is the problem of whoever is allowing him unsupervised access to them!! He doesn't even have this at home as it can deteriorate his mood tremendously, and will escalate the chance of him going into meltdown - he can't finish until he reaches the end etc .. another Asperger issue, he is working to his timetable and has to complte one thing before going onto the next regardless of others. 4) if he is going out of his way to avoid lessons, then I seriously suggest you find out why! This is such a negative turn around for T, who was happily willing to access most lessons - this is another anxiety/distress issue. I could go on, but all what has been described are classic traits of distress/anxiety from T - returning to practised behaviour to gain expected responses from those around him, it is a control thing, and a classic Asperger behaviour pattern. I was extremely disapointed to read this diary and T was devastated when I read it to him. He went to bed sobbing, refusing to talk, begging to be 'normal', last night he didn't want any support in school, he was determined to be like all the 'other' children etc ... Fortunately this morning his mood is brigher, I was going to keep him home with me, but he was determined to go in today,. I only hope it isn't such a negative experience for everyone. If you want T to 'realie that he has to work as best he can with our support' then you are going to have to reassure, teach him this, reassure some more etc .. Social communication/nuances that we take for granted are not natural for someone with an ASD, what is learnt one day is often forgotten the next or it is rote learnt. Your patience is going to be tested, but once you truly understand why T does the things he does you soon begin to realise he didn't do it just to annoy or irritate you. Senco's response ... Mrs w, whilst I appreciate your concern, M's comments were a 'snap shot' of what happend and the situation whas totally resolved in school demonstrating t's ability to turn things around. We are very aware of the things you have pointed out and continue to be very impressed with T's progress here, however we must be realistic; there will be 'blips' and as is obvious its a learning experience. I think it would be helpful if you could arrange to come in and discuss a few point with us. Now if that had been put in the diary first I wouldn't have reacted quite as I did, but for T to be soooo distraught and return to head banging and rocking at bedtime, which went on and on and on, bedtime wasn't until the early hours in the end, refusing to talk to me in the same room only through the door, telling me he was fed up of all this 'autasm' (thats what he calls it .. bless) sh*t ... not a good day. Sorry for the long post ... HH the master of epic length threads ... but I still don't think I over reacted, well maybe just a bit ... Oh I don't know ... any ideas? HHxx

Well just thinking that I might be able to catch them out on a blanket policy statement and quite possibly discrimination ... its this whole thing about 'appropriate' thats really bugging me as well, I know I'm stirring the waters at the LEA even though T's placement is ok(ish), but the fact that there is no provision apart from SLD or EBD leaves a big blank in the education provision for many children here with an ASD where mainstream isn't working or hasn't worked, we have a high number of children in independent schools (althouth the LEA are actively trying to reduce this and re-place back into mainstream) with an ASD or placed at the few secondary schools that have ASD experience and success ... and it is a few. In Exeter itself there is none, they have just finished the rebuild, but still one of the main secondary schools has just gone into special measures, another (our designated school) has just been highly publicised for its apathy towards bullying, with an increasing number of parents home eding because of this. Shiny new buildings are lovely and look nice, but they don't necessarily make for better teaching and improved students, meeting the needs of the students should be paramount, and a continued ignoring of the SEN issue undermines the whole process. It is very much a case of one extreme to another, and its the children that suffer, and as always those with SEN are the most vulnerable. OK off my soap box now ... but I think you get my drift HHxx

Have just applied to the council under the freedom of information act for copies of all records appertaining to myself and T .... should be interesting reading, although it takes about 20 days just to get a response, but will keep you updated. HHxx

A the teen and non-asd one, but due to the decreased communication skills, lack of eye contact theres not much difference at time !! he is into BMXing, skateboarding, mountainboarding, climbing, snowboarding. T has had a go at mountainboarding but never liked the motion or speed, he wont even ride his bike since he got knocked off it last year. Although I'm sure he could participate in extreme amounts of TV and sofa potatoness if given half the chance. HHxx

Hang in there lyns, it is quite hard but it can be resolved, I am now in the fortunate position of having the chance of another draft statement issued ... why is that good? because now I can iron out the obscure bits that I had to hastily agree to before we moved. I also managed to get transport for T, OT sessions, SALT referral finally (after badgering and badgering), full 1:1 with a minimum of 3 TA's and no more that one change of TA a day ... If you go to my bloggy, I think all the stuff on the move and statements etc ... is on there, might be worth a butchers ... clink on the link below my signature. HHxx

My LEA have finally responded to the letter my MP wrote them about the misleading information he had from the Dir of Ed previously .... Dear Mr Br Thank you for your letter of 4th January to **** ******. I apologise for the delay in responding. As you may know P has now taken up his new post of Chief Executive and I have been appointed as Director of Children and Young People?s Services. I regret the confusion that appears to have arisen in this case. The process of placing children with Statement was explained to Ms W prior to her move back to Devon. The County Special Education Team informed Ms W that the LEA has a duty to consult with the school for which she expressed a preference. Ms W had already visited the schools in Exeter, she has also visited XXXX and stated that she felt that was the most appropriate school for T. There has been no intention of misleading anyone. The Inclusive Education Panel considered T?s case on 6th September. As that time Ms W has expressed a wish for a special school placement for T. On the 12th September the County Special Education Team wrote to Ms W indicating that Panel considered T?s needs could be met at a local mainstream secondary school. Ms W was asked to let the Team know in writing which school she wished T to attend and the County Transport Policy was explained. Ms W responded that she wished T to attend XXXX and gave her reasons for her preference and formally consulted XXXX. As this was not the nearest appropriate school to Ms W?s home, transport was not provided as had been explained previously. T began attending XXXX after the autumn half term. On being informed of the difficulties Ms W was experiencing in getting T to school due to her ill health, the entitlement to transport was reconsidered. At that time the local Exeter schools were becoming oversubscribed and so on exceptional grounds transport was agreed. I trust this now answers your query, but please do not hesitate to contact us if you have further comments OK ... hmmmmm .... somewhat better written than the original response from the DOE ... Yes they did explain the process before I moved, and categorically stated that they don't place children in special schools anymore .... must dig out that original letter Yes I stated that XXXX was the most appropriate ... but only after all the other schools in Exeter had turned down the placement, and didn't feel able to meet his needs .... that is not preference, that is a case of take the best you can get when there isn't a lot of anything else out there! Yes the panel did feel that T didn't need a special school placement, this was against the advice from the old LEA which felt he did .... hmmmm confused I am ! How can XXXX not be the nearest most appropriate school, when all the other schools in our direct locale felt they couldn't meet his needs of SEN? Is it appropriate to name a school that the SENCO has said 'thanks but NO thanks!' (not literally but just about the response from them all!) appropriate means surely the school that feels they can meet the needs of the childs SEN. I'm not sure about the ill health thing .... unless my keyworker at SS's was laying it on with a trowel to the LEA to help with the transport issue ... and as for the Exeter schools being oversubscribed .... tell me about it, our designated school was oversubscribed but .. but there were two others with places, and I am sure they still have places. Sounds like a definite back track and cop out, lets make it the mums fault and oh dear all the places have gone ... Anyway, its a response, but I think the aim has been missed, at no time was any local school able to meet the needs of T's SEN and all turned us down for placement ... this is the issue, along with the immortal comment from the LEA 'parents should consider what provision is available locally before they decide where to move' as detailed the Newspaper article. ..... anyway sorry for the long post, but I thought I would share this with you all. HHxx (HH have just removed name from above - hope you understand the reason for doing this. Phas)

Thought I better add my bits to this .... Trained as a nursery support worker when A started nursery Volunteer support worker when A started school LSA work when T started school Childminded for oodles of years whilst the boys were small Went back to college in 2000 to do A levels and Uni in 2003 (although that didn't work out) I was going to go on and do a PGCE Been on the committee of a summer playscheme as treasurer Am a trustee and fundraiser for an Exeter based charity Parents United Currently being trained by charity as a SEN advisor (after my experiences and the knowledge I have gained from here ) Am going back to college in september to do a Law A level, with a view to going on to study law at a higher level and specialise in SEN .... but most importantly I am a licensee, so I can run the Pub!!!! HHxx

Hi lyns ... I've been through this as Z has said and it is a bit of nightmare, unfortunately the LEA are correct they cannot consider any school placement until you have confirmation of an address in the borough, either a proof of sale or tenancy agreement. As Z has already said if your sons statement already states a special school then that is what the new LEA will have to honour, and if you have an idea of schools for preference even better. Yes they will probably try the old chestnut of inclusion and mainstream, but this is where you have to be vigilant and apply your knowledge of the SEN COP. They do have to honour the existing statement until reassessment, obviously they will not be able to maintain the place on the statement if it is too far to be viable, and this is when you will get into wrangling with them. If you have all your paperwork for statementing, as in the EP advice and any medical advice then you can use this as back up. However, there is no guarantee, in our previous borough they agreed that my T needed a special school placement and even agreed on the school, but it was full to bursting, even with this in writing the new LEA would not consider T for special school placement, as it turned out for us none of the special schools were suitable in the new borough anyways, but he is at a reasonably good mainstreamm, which is a million times better than the previous inappropriate mainstream in cornwall. It is a difficult thing to do, and quite scary, but we can help you through the pitfalls of the move and communications you get from the LEA in the new borough. Sections 8:113, 8:114 & 8:115 are relevant and useful to have to hand. Hope this helps, if you need any advice don't hesitate to ask, also following is the link to my thread 'NEW AREA, NEW PROBLEMS' which details what we went through. My sons needs might not be the same as yours but it might make an interesting and informative read. http://www.asd-forum.org.uk/forum/index.ph...wtopic=3913&hl= HHxx

Have had this problem with both my boys A who is NT and now T, with A it was always a fascination, and became a very serious problem when he set fire to the old sofa in the garage to see if it would burn and ... yes it did!!! the fire service were a great help and came and saw him, brought videos of fires etc ... and the problem stopped when he was about 13. Unfortunately T has just discovered this illicit joy .. came downstairs on Monday during half term, went to make the sofa and when I shook the throw 20 burnt matches fell out, the throw was scorched etc ... , when I challenged T he denied it point blank, but in the end admitted it (he was prepared to let his big brov take the fall for it mind you) ... having been through this with A, I promptly read T the riot act, he was meant to be meeting up with friends over half term, it broke my heart as he doesn't really have many friends but I removed this privilege, also as A looks after T when I work, I also gave A the liberty to decide what T could do when I was at work, bearing in mind that T was going to let A take the blame, T was made fully aware of this and it has worked quite well so far ... but all matches, lighters etc are now always locked away or not allowed in the house, a fire blanket purchased and all batteries in the smoke alarm tested and renewed!!! Oh the joys of parenthood, I don't think it is just an AS thing I think its just a fascination, and from talking to other parents it seems a more popular interest in boys. HHxx

Me and Hans have the same birthday .... although I'm not a 100!!

thanks auriel ... yep I'm like the queen, but only one problem I'm a she not a he. HHxx

Awwww thanks guys .... 21 for the 16th time!!!! All generous donations of anti ageing creams gratefully received. HHxx

Hi LizK, if you look on my bloggy (see my signature line and just click on it) I have a copy of T's draft statement and all my parental reps etc ... HHxx

bleach

Oh dear poor old HT just a bit defensive then!!!! You can ask for an interim review when a child is at serious risk of disaffection or exclusion, although LEA's don't like doing them early neither do SENCO's. We have been down this route, and found to our dismay that it was very much a blind alley. If you feel that your son needs more support and that his needs are not currently being met, the best way to change this is to ask for a re-assessment, because even if you get an early review or wait till the review meeting the LEA do not have to amend the statement. So you could be waiting all this time and still not get any improved provision, neither do you have recourse to appeal. If however you go for reassessment you can jump start the process and get secondary school placement considered as well, if however the LEA refuse to reassess then you can appeal against their decision. I've been through this with T and all the stuff written for reassessment is on my bloggy. Also with regard to the review the HT or responsible person (maybe the SENCO) is meant to invite a representative from the LEA as part of the process, I'd be tempted to ask whom this person is? HHxx

durrr thanks phas ... my brain just ain't working today!!! is it too early for a glass of wine?

unclean (our local hospital has just been dragged through press due to its terribe hygiene probs and severe D&V bug that they can't shift from patients or staff, and one of my friends brothers has just been readmitted after contracting a flesh eating bug post op!!)

Sorry Gita ... 0.6fte is DCC's banding jargon for support ... basicially 0.6 means 60% ... can't remember what the fte bit is ... therefore the LEA fund support up to this level, which basically means for this child 60% of the day he has a TA any extra provision for the rest of the day will be met from the school budget or that the child doesn't need support for the rest of the day. My son T gets 0.8fte + lunch time assistance, this is considered exceptional support and is basically full time support during the school day, the next level of support would be 1.0 which would mean special school placement ... HTH ... probably as clear as mud! HHxx

stone

Thanks phas, your a star as always, was just wading my way through COP and found them as well, hopefully I can get this sorted asap for my friend. Thanks, HHxx

good ole ed psycho sitting on the fence!!! She can comment on whether or not she feels m/stream is appropriate, she offers advice and/or recommendations to the LEA it is up to the LEA whether they take them or not, she is obviously under pressure from the LEA not to do this as it would add support to your case for alternative provision other than m/stream. If everyone else is saying that m/stream isn't suitable then what are the alternatives? have you managed to research alternative provision in special schools or indepent ones?

I think this is really thought provoking, T has glue ear from 6 months to 2 years then had the first set of grommets, during that period he was permanently on amoxycillin for his ear infections, his glue ear returned at age 4 and he had grommets and adenoids removed at age 6, and again during that time was constantly on amoxycillin or tetracyclin (sp?), his As wasn't dx'd until he was nearly 10. He also was a failure to thrive baby from 6 months to 2 years (due to the glue ear possibly) but also from the point he had his MMR, he also turned a very nice yellow colour (or tanned) but wasn't jaundiced during this time, which may have been to do with the introduction of gluten and dairy products ... again the gut/brain theory. Many things may have heightened T's autistic traits, but I am convinced he was AS from birth, he never really cried, would flinch when touched, slept with his eyes open (still does sometimes now very unnerving sometimes), didn't interact like his big brov did as a baby etc etc ... Given the choices again I don't know what I would do, I would've definitely reconsidered the vaccinations had I known then what I know now, but as for the antibiotics I don't know, when you have a screaming and feverish baby awake all night because of the pain of his ear infections and purfurations, I would've opted for anything that would've made him well, but obviously not at any cost .... difficult decisions and an interesting debate. HHxx

hug

Thanks Phas, I thought I was right with this but wanted to double check, I think they are trying to get around issuing a new statement and putting the new provision on there as it will then take the statement above the 0.6 fte threshold, this is going to be the new trigger point for statements and those that are 0.6 or below are (possibly) going to be ceased to maintain as part of DCC's new SEN criteria due to be introduced in 2007. I will advise my friend to write to the LEA (after I have dug out the relevant COP bits etc) and ask them for a copy of the new draft statement which include the increased provision. HHxx