phasmid

GPs should not try to diagnose ASDs (or many other things) simply because they will not have the necessary background knowledge to do so. The NHS employs specialists to do this (often at great expense). Would you expect your GP to perform Open Heart Surgery because they have picked up an odd 'something' through their sethescope? Mine wouldn't get near me with anything sharper than a paperclip! If, as I did, a parent presents their GP with a request for their child to be investigated for an ASD then the GP should be making a referal not a diagnosis. When my sleep disorders started my GP was clueless as to the cause and some years down the line when the diagnosis of sleep apnea was made he had to ask me all the ins and outs of it - I had more knowledge then he did about it - doesn't that sound a familiar scenario?

A child in my class has a real problem with using the toilets in school. We do whatever it takes in order to let this pupil do what they need to do. We are lucky as we have a toilet in a small classroom next to ours that they can use instead of the one in the classroom. We cope with it but don't make a big issue out of it. They know they can go elsewhere if they don't want to use the class toilet. Perhaps he could even use the staff toilet if he is more comfortable in there...who would it harm?

No GPs don't know the ins and outs of all ill's and ailments, thats why the NHS has specialists. Even though she has seen a psychatrist they don't know all the ins and outs of Autistic Spectrum Disorders - unless they have been trained. A lot of what you tell us ticks ASD boxes...including the possibilty of OCD. I'd ask for a referal to an ASD TRAINED specialist for your girlfriend. If nothing else it will help to put your mind at rest.

I agree, but it cuts both ways. Teachers can alienate parents just as easily. a prime example of which is the throw-away remark like the one given by the teacher here to Beth. I will not try and defend the teacher, I have had this comment myself about my own son with a teacher I now work with. Whats more they were the SENCo too! Too many teaching (and non-teaching) staff are quick to make comments like this. My first comment back would be to ask them when they gained their medical qualification! Take a big deep breath and make an appointment to go in and see her. Sit down and discuss things, maybe take in some bits and pieces for them to read after you leave. Just try not to let a rift develop between you. Let her ask anything she wants to know...if you haven't got the answer perhaps you could find out for her.

If they do not already have a copy in school suggest to them that they get hold of the DfES document; Autistic Spectrum Disorders: Good Practice Guidance. It lays out all the things a good ASD aware school should be doing. It may only confirm to them that they are doing everything right - it might highlight things that they are not doing, but should be. This is available free (every schools favourite price!) via the DfES website.

It could be a bit of the green-eyed monster. She could see her brothers dx as something that has pushed her to one side. This behaviour might well be a way of saying "Oi! I'm here too." As a dad of twins and two others I know how much of a balancing act giving them all equal attention can be. Hang in there. Zemanski's advice of a book for siblings, to explain the issues, is a good idea. It is a big issue for the other children, and they may not understand what his dx means. They may also feel it is to raw a subject to discuss directly with you right now. Don't forget, she may be worried that she could be on the spectrum too - being his twin.

I can only speak for my school and those local to me. We run clubs etc at lunchtimes. So do most of the others. 1 has hired a Playleader for lunchtimes. The issue of lunchtime play and the way it influences post lunchtime behaviour was the subject of my BA year 2 research study last year. 10, 000 or so words later I can say that the importance of this time of the day (for all children) is being taken seriously these days - not everywhere admitedly - but it is happening. To an ASD child playgrounds/playtimes are simply warzones with no rules. We can't change the past Canopus but, we can learn from it.

A few thoughts; Have paper and pen with oyu and ask if they are happy for you to record the meeting (they should be doing this anyway) and when they agree whip out a dictaphone if you can get one and swicth it on - better still have it turned on just as you go in and have them recorded giving their ok to recording the meeting. If they object tell them that is your prefered means of accessing the record of the meeting. If they really do object big time then write it out as you go. Do not let them rush you writing it out. Make them explain any terms they use - if they slip into 'Eduspeak' (SENs and TA's, NQTs and IEPs etc) . Agree to nothing, ask for it in writing. Have a list written out for your reference to make sure you cover all YOUR points - again, don't let them rush you. 2 tatctics are favourites "I have another meeting in 'X' minutes" at the start of your meeting - tough! They'll have to wait then. OR...someone comes in with an 'important message' and they have to leave. My responses? To the first 'Oh well. We had better rearrange this for a more convienent time (allows YOU to get someone to be there with you) then'. To the second...'That's ok I'll wait!' Do not let them dictate things, if you have something to say ask them to listen. If they refuse - record it - let them see what you're writting. Take any evidence you have with you. NOT the originals, give them photocopies. Ask for copies of anything they bring. All a bit random (put down as they popped into my head) but hope they help a bit. Good luck. Just stick up for yourself.

One of three ways; 1. Very s-l-o-w-l-y, stressing the important bits or; 2. Point them here, in a 'Yoda' type voice, saying: Seek the link 'Advice for professionals' you must or; 3. Go there yourself and print it off and sneak it to them in an envelope marked 'School trip' (not telling them it is a 'school trip' into the Autistic zone - cue Twilight Zone type spooky music).

I know what a great feeling it is to get 'that' job. Well done, I really hope you enjoy it. Good luck.

I know it's a pain, but at least nobody else can get at your money if the account is frozen! Have you tried going into your nearest branch to see whats going on?

Grrrrrrrrr! Only printable comment about the NAS conference prices I can post!

I couldn't agree more. It could be seen as being pedantic by some to make the statement go into that sort of detail. However you only have to read this forum to see how badly things can go if a statement is in any way ambiguos. Dot every i and cross every t and, having done that, get it looked at by someone who knows their way around them. Then pick it apart all over again. If there is something missing get it added, if there is something that shouldn't be there then get it removed. Reject it until your totally happy with it. Errors occur, things get mis-heard or mis-quoted all the time. Don't take it as read that the right support will be forthcoming if the statement is not nailed to the floor!

ABSOLUTELY!!!! Give some schools/ or LEAs an inch and they will take a mile (and then some!!!). So Helenl is spot on! Get the statement pinned down as much as possible. Leave nothing to chance, when the draft statement comes in go over it with a fine tooth comb. Then get someone to check it and then check it again! If SALT is needed, as an example, make sure it is there, in writing...how much, how often AND who will provide it!

No! Absolutley not. If a child has a statement of support giving X number of hours of support THAT is what you should get! What's more you can demand to see the IEP and check it to see what's in place. A statement carries a lot of weight. What I am saying is that schools will use these hours to support other pupils whilst supporting yours as and when appropriate. As I said, taking social skills, as an example, they simply cannot be taught in isolation. Therefore it is reasonable to expect other children to be supporting (and gaining) from such a session. The main benefit from a session on this led/presented/taught by a LSA who is 1-1 support for a statemented child should be the statemented child, but others can and will benefit from it as well. Schools will try and squeeze as much out of these hours as possible and see it as getting value for money. To me that's fine, as long as the statemented child remains the primary focus. When they don't, and there is still a problem, that is different - I have actively supported someone in just such a position and helped them get the school to pay heed to the statement. The long term aim of any 1-1 TA ought to be to work their magic to such a point that the child no longer needs them - thereby doing themselves out of a job! A 1-1 TA should not be used as general support for the whole class. If the class needs that sort of support then it should be provided (it is in my school). The 1-1 TA has a focus - the statemented child. No excuses!

I could insert Phas Jr for every time you say Chelsie! Sounds just like him. I had to laugh at your daughters de-horning...we say exactly the same thing at times . I mean can ANYONE tell me what an Autistic child is supposed to look like? Just after he was diagnosed a neighbour knocked and asked "Is he safe out there with the other children?" meaning were they safe with him! To which I responded "Fine, except if it is a full moon and the day of the week ends with anything except a 'Y'. We took his axe away from him as it was a bit too sharp!" Well I would have said it if Mrs Phasmid had let me. What we DID do was to explain to her about Aspergers...she went away re-educated and (I hope) a bit ashamed of the ###### stupid question. We also got what I call the 'F off' and mind your own business cards from the NAS (They actually say 'This young person has Aspergers...) after 1 incident in a shop when we had a meltdown I had to deal with by holding him against a fridge cabinet to to stop him lashing out. 1 woman happened to pass comment about that 'horrible man having a go at that poor child like that' - she got it both barrels from Mrs Phasmid. We were a bit tender at that time! He hates going out shopping, so we try not to take him unless we have to (he's 15). He also spends hours in his room reading or watching TV/DVDs...hell he's happy and not doing any harm.

We had similar problems when Phas Jr moved to middle school (pre dx). His school had planners where homework was supposed to be written up. He had all sorts of hassle with getting it written in. We suggested that someone (it ended up being a 'friend') check it had been put in the planner correctly before leaving the room. It worked. If the teacher won't check he has got it all written down then suggest this. That way you have gone in with a problem but offered a workable solution to it all at the same time. Hope that helps.

Schools ought to advertise these posts. They will be found on the LEA/Council website for my LEA as well as appearing in the local press. Schools need to fill these posts with the best quality person for the job. That said, advice given on forums such as TES (by me and others) for those wanting to become a TA is to stick your CV through the letterboxes of as many schools as possible. So if a vacancy comes up they may have someone 'on record' who can fill it without advertising (keeps costs down - money for these ads comes out of the school budget), or, as in my case I was offered the next job that came up after missing out on the ones I applied for. So they don't always get 'offered to a mum' (or dad!) as people seem to think - I'm not saying it doesn't happen but it is not usual (or good) practice to fill a vacancy this way anymore. As for funding. A statement hours can fund a TA/CSA/LSA directly or be given to the school to use as they see fit to use in order to support a child. It depends mostly on the LEA these days. Don't forget that a lot of support for our children is to support 'social skills'. These cannot be taught in isolation from the rest of a childs peer group. So TA (etc) support will be used for more than 1 child (at any time and in any lesson) in this sort of instance. It may look like a 'cheat' on first impressions but it isn't when you stand back and look at the bigger picture. Thats not to say that some schools or LEAs don't try and push it to the limit. They will always try to squeeze a pint from a quart pot!

We used to use some stuff called Zoff. Comes in a little bottle and got most things off. We used to get it from the chemist. I really don't know if it is still available though. Phas jr once had an 'Art Attack' on a Sunday afternoon when we dozzed off after lunch. We were woken by a very exctied Phas jr who could not understand our dismay. We just grabbed the nearest thing to hand, baby wipes, and scrubbed (...exactly what is in baby wipes?) It worked. Another tip, for any (and I mean ANY) liquid spillage pour on lemonade throw on a towel and stamp on it to soak it up - even works on a pale carpet and red wine!

People think I am paranoid at times. My stuff goes onto my desktop, laptop, and memory stick. The memory stick goes round my neck whenever I leave the house and is used and goes straight back! I bet she is gutted. Hopefully she will have it all backed up somewhere else. If not lets hope to hell the thief see's her appeal and does the decent thing.

Hello Phyl. When my son was diagnosed we were given a booklet (the name of which escapes me) to give to my mum so that she could understand what AS was all about. I am sure someone will be able to reccomend some books for you. In the meantime can I suggest a good read on here and a visit to the National Autistic Society webstie: www.nas.org.uk On the front page is some links to follow that will lead you to some background reading on all things ASD (Autistic Spectrum Disorders). Hope that helps a bit. Others will have plenty of advice for you, welcome on board.

There is a segment on staff awareness in the Autisc Spectrum Disorders; Good Practice Guidance that covers this scenario M-I-N. (From memory) I think it states that there ought (to my mind read 'should') be at least 1 member of staff with good knowledge of (and training about) ASDs in every school. Ideally this knowledge is then spread throughout the rest of the staff. I am often asked at the school where I work for my take on ASD issues that arise. In all honesty all I can say is: This,that or the other worked for Phas Jr or for X. Try that and see what happens' - not perfect but it's a start, at least they ask! Schools do try to get the right person for the child. Background knowledge is a plus but so is getting the right person for the job. Ongoing training (for all staff) ought to cover any aspect of SEN. I don't think you can do more than ask that a TA/LSA/CSA has some ASD specific training/knowledge or that the school arange it PDQ - or both, that ought to be the minimum standard anyway (in my opinion).

I think we need some more background on this. Where did she reach these figures of support from in the first place? If they are statemented hours the school will have had the funding (in one form or another) in order to implement them. A risk assesment ought to have been carried out BEFORE your shild started, not after. Any risk is there from the off...they don't appear after the first week of term! The head should not say this and can certainly not enforce it. It is not down to you to organise this. The rules for refusing a child a place by reason of a disability are very tight and would be due to thinks such as access problems for wheelchairs, for example. But this would have come to light before your child was allowed entry itno the school. Either the head has offered you support for your child without having first obtained it (and is now left with egg on her face) or she is not being honest with you about the situation. I smell a rat! I know of no other parent who has been asked to arrange their childs support - anywhere, ever! The LEA would be a good place. Ask them how you advertise and where can you arrange the interviews for the job you have been asked to fill. That ought to set the alarm bells ringing and, things moving! This IS NOT your job. The school should be doing this. The LEA won't like it. I would suggest you ask the head for something 'on paper' giving you a guide of the sort of support you need to be looking for to support your daughter. Armed with that (on schoolheaded paper - of course) I think the LEA will want to know what the hell the head thinks she is playing at!

I have a feeling that Lala land is niether North nor South of the Watford Gap. Rumours abound of a mythical LEA that was swallowed up by a sea of red tape...leaving me to ponder whether this LEA did once exsist but, alas, it was used as 'in-fill' for Watfords legendary 'Gap'.

This will stir the debate!! HLTA is a status not a qulification. It is not even as highly considered as the Specialist Teaching Assistant Certificate from the OU (which I have). That requires far more than the HLTA training. As a non HLTA (I decided NOT to go that route mid degree) I have been filling the same role for some time. I have taken lessons using the teachers planning or using my own. I have co-taught classes with a teacher. HLTAs/TAs are being blamed for many things by many people. Many see HLTAs as a threat. However, as things stand, a headteacher may allow any TA (HLTA or not) to fill the described roll if, in their opinion, the person is cabable of filling that role. As for pay, some are getting extra for all their hours, some only for the hours they work as a HLTA (the rest of their hours are paid as TA hours), some are getting no extra. I could ask for unqualified teacher rate for the time I spend filling in for the teacher - I never have yet. The whole thing varies from LEA to LEA (as ever!), and again, from school to school. TA rates also vary from LEA to LEA. This weeks TES has an interesting article about who earns what in the world of education. What they forget to add to the TA levels is the rates are paid pro-rata. The TA earning the (mis)quoted �19k a year is a mythical beast who rides through the school playground on their tame Unicorn!