call me jaded
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Posts posted by call me jaded
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Call me picky, but isn't it everything to do with autism?
Well done all you oldies from a newbie much in need of
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Ahhh well. So much confusion and not a journalist in sight.
I do so wish there was a smilie for irony. Have a good evening Lucas.
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I have been in contact with Sacha Powell. She's given permission to quote the following:
Canterbury Christ Church University College / DfESEvaluation of Parent Partnership Services (PPS) in England
General Information for Evaluation Participants
This document provides basic information about the current evaluation of Parent Partnership Services. More detailed information can be obtained from one of the Project Managers: Dr Sacha Powell (Canterbury Christ Church University College) Tel 07947 744554, email sjp32@cant.ac.uk or Catherine Bradshaw (Department for Education and Skills) Tel 0207273 5813, email Catherine.BRADSHAW@dfes.gsi.gov.uk
Aims:
The evaluation has three main aims, which are to:
? map out the types of services that PPS offer to parents, schools and other ?stakeholders?.
? explore the processes involved in delivering the services, and the ?bridges? and ?barriers? to successful delivery.
? identify the outcomes and impact of the work of PPS on parents, schools, LEAs, and other ?stakeholders?.
Methods:
We are using different research methods and sources to explore PPS work, including:
? auditing PPS and/or LEA websites, looking at what is available and how easy it is for parents to access. We have also been judging the quality of the information provided;
? analysing responses to a survey of all PPS that was carried out by the National Parent Partnership Network in 2004. The survey was a pilot exercise that was designed to record baseline information about the funding, resourcing and activities of each PPS in England. The evaluation team has been looking at the (anonymised) survey responses to identify PPS for further investigation. Those selected (in 22 areas) are either representative of certain characteristics of PPS in general, or have specific characteristics that make their work unusual or unique;
? telephoning a random sample of 30 PPS to explore in more detail some issues that have come up during our analysis of the survey mentioned above;
? reviewing the literature that has been written for different readers about working in partnerships with parents. Some is intended for school staff, some for other professionals working with children or parents, some for parents themselves, some for mixed groups of people. We are looking for people?s ideas and evidence (from other research projects) about aspects of ?what works? in partnerships with parents of children with SEN;
? visiting (between April and July 2005) 22 PPS, their LEA, and schools nearby to talk to parent partnership staff and volunteers, LEA officers with responsibility for PPS work, headteachers and SENCOs, as well as parents of children with SEN who have and have not used the PPS. We will be carrying out individual interviews and group discussions to find out everyone?s views about the ways the PPS operate, who they work with, and what happens as a result of their work. We will be inviting people to participate in the evaluation on a voluntary basis. All participants? views will be treated with equal respect and value and no participant will be individually identified in any reports we write unless they specifically request this;
Reports:
? When we have finished all our enquiries and analysis, we will write a report for the DfES. We also intend to produce information that will be distributed to PPS and LEAs and, through regional and national organisations, to school staff, parents and children.
She also writes:
People can contact me by email at sjp32@canterbury.ac.uk and if they want to send me a telephone contact number I can call them or will respond by email.
I will send her the URL of this thread.
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How are you doing the new line? Use enter.
No blank lines between each question.
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You'll not convince me an impairment is static, Lucas. But I'm too hot and sleep deprived to make a decent response, and perhaps I shouldn't have posted in the first place.
BTW I read the confuscious (must look up how to spell that) quote in exactly the same way as baddad
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Sorry, I was tired when I wrote and missed that the review hadn't happened.
All is not lost! If the review is on Monday, you can raise it then!
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Can you tell me a bit about the new school? Is it mainstream?
There are two things you can do:
1. Make a a formal complaint to the LEA (ask for a copy of thier complaints policy and follow it to the letter). Follow that up with a complaint to the DFES (who will only get involved once you have exhausted the LEA policy). It could just possibly be that the LEA has devolved funding to the school and the provision is the same, but funded differently. Just a remote chance that this is so.
2. Put in a request for an early review of the statement. There are time restraints on this unless there is a substantial change of circumstances. The Code of Practice has guidance.
And the third thing (of two) is check with IPSEA or NAS.
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I think you're being too harsh on yourself. Few people outside my immediate friends and family register a blip on my emotional radar. You are being true to yourself by not saying things you don't mean.
But you have publicly hurt someone you are close to. If I were your friend I would expect a public apology and some serious grovelling
because, even though she stands on dodgy ground ethically (I'm sure her driving instructors course wouldn't endorse this) what you have done is make a disagreement public.Mr Jaded and I have been together a long time (ages and ages) and the rule is, if one of you upsets the other, then grovell even if you have done nothing wrong. I could go on at length with numerous examples, but that would be very dull.
I've not been around here very long, but you do come across as a very caring person, James.
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Lucas, you obviously feel very strongly about this.
I have two comments.
1.
I think the general public are quite smart and appreciate that journalists put spin on any story. Ask anyone if they believe what they read in the papers.Whatever I say will carry a huge amount of responsibility with it2. An impairment does not have to be static.
Ohhh, make it 3 things.
3. You are saying autism (removed of the sensory dysfunction) is an impairment? Surely not. Remove the sensory stuff and what you get is a visual thinker in a language-based society.
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This is the extract from the DFES SEN Update Issue 17
WORKING WITH PARENTSThe Department for Education and Skills has commissioned a project to evaluate the coverage and effectiveness of Parent Partnership Services (PPS). The work is being carried out by Christ Church University College, Canterbury and will end in September.
The project will support the future development of PPS work; highlight effective practice in specific areas; and identify bridges and barriers to achieving service goals. This work will also contribute to the Delivering Improvements in Partnershipagenda highlighted in the SEN Strategy.
The aim of the Parent Partnership Services is to ensure that parents of children with SEN receive good advice and information. Their role is set out in Chapter 2 of the SEN Code of Practiceand includes:
To provide practical support to parents either individually or in groups to help them in their discussions with schools, LEAs and other statutory agencies
To provide training to teachers, governors and local authority staff on good communication and relationships with parents
To work with schools, LEA officers and other agencies to help them develop positive relationships with parents
To ensure that parents' views are heard and understood, and inform and influence the development of local SEN policy and practice.
The evaluation will, amongst other things:
Research the views and experience of those involved in PPS
Review the existing literature on the subject
Analyse anonymised data collected by the National Parenting Partnership Network
Undertake a series of case studies.
Work to date includes an extensive analysis of the PPS, information on local authority websites and discussion with a sample of LEAs, parent partnerships, schools and parents.
From which I looked up the university website and found an email contact for the professor heading the research. He responded (this week) and will be in touch again. I'll let you know how I get on.
The SEN Update email is well worth subscribing to. It's available here under Latest News:
http://www.teachernet.gov.uk/wholeschool/s...2d-926c12add5ce
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Do we not have enough to do with out policing LEA's?This is the fundamental flaw in the current system. SENDIST is the only port of call. The Parent Partnership Service needs to be given a bit more clout in making the LEA more accountable. The PPS is undergoing evaluation and I'm waiting to hear from the researchers whether my LEA is part of the study.
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Message from Afasic:
Afasic has been contacted by two students who need help for their research project. Although Afasic is not connected to this project or endorses it, we thought it might be of interest to our subscribers who live in the London area.Colette Quinlivan and Helen Whitmill are a pair of third year Speech and Language Therapy students at City University who are planning their research project for next academic year.
They are looking to research the effects of semantic-phonological therapy for children with word-finding difficulties. They'd like to investigate the results in 2 pupils of different ages, looking particularly at generalisation to untreated words and whether the generalisation mechanism differs at different ages.
Thus, they need to find 2 children with word-finding difficulties of differing ages (perhaps about 6 years old and 8-10 years old) who would be willing to participate in the study. It would begin at the beginning of October 2005 and would require the participants to commit to about 10 weeks of twice weekly sessions and then 2 more sessions a couple of months after the end of therapy.
They are willing to travel anywhere within Greater London.
Should you need any further information please contact Colette on 07904 582 540 or via email at this address (dk526@city.ac.uk).
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Your LEA should provide you with a list. Or Gabbitas have a book called something like Guide to Special Schools, which will be at your main lending library. Look on this as a list only - it's not really a guide as it just lifts phrases out from school prospectuses.
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Hmmm the chicken and egg question. Or cause and effect.
Does my son's autism affect his immune system, or is it because his immune system is up the creak that he's autistic?
All I know is when his immune system started working he became less autistic in a very positive way. And as I believe there is an autistic core in all of us, I'm not looking for a cure.
Not sure about the degree of control over immune system or metabolism, Lucas. Care to enlighten me?
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Interesting that this would not have been national news a couple of weeks ago.
Best quote of the day:
"But often, when a child with special needs is integrated into a mainstream school, they tend to get isolated because there just aren't the resources to help them. If that's integration, I'm a monkey's uncle."
Full article:
http://education.independent.co.uk/news/st...sp?story=648499
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It works for me.
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I find it extremely difficult to differentiate. The early speech and language problems is the only difference of which I am aware.
I wonder if those who have had a change in diagnosis would care to comment?
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My son definitely has something wrong with his metabolism. Now that his immune system is working we are looking into this. We're a long way off from doing anything about it though.
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Any child on School Action or School Action Plus is 'under' the Code of Practice, so yes they can.
The problem is that you are relying on a volunteer to give their free time and it depends on how many other people are asking and what their circumstances are.
I would contact the co-ordinator and see if they can team you up with a different volunteer. Also clarify if this is what they expect volunteers to do.
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Thanks for that caroles.
A number of people on here have written about a diagnosis changing from autism to Aspergers. Why has this happened? Was the original dx incorrect? Has the person changed? Or something else?
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The needs of the carer are often overlooked, often by themselves. There is an airline analogy which goes something like this:
When the oxygen masks come down, fix your own mask first before going to the aid of others.
So. Time to look after yourself.
I reckon I have never actually needed ADs because of my long term intake of omegas due to my arthritic hip. If you look up depression and fish oil you will see a connection with serotonin uptake, which is what some ADs do in a different form. No side effects that I can ascertain.
I would strongly advocate going to your GP to ask for counselling.
The other thing I have done is take up a hobby which is entirely unrelated to my children. This is my sanity. I schedule time to do it and my family understand that this is golden time for me. Although sceptical at first, Mr Jaded is now a strong advocate.
Just my two penn-orth
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... is the difference between autism and Asperger's?
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I think there are autistic traits in every single one of us. Because we can see autism in ourselves there is an assumption that it must be genetic, but I don't subscribe to that. I believe all these conditions are neurobiological in origin and therefore a different expression of the same set of developmental problems. So, for me, yes they are all on the spectrum.
Reading 'The ADHD Autism Connection' was one thing which helped me reach this conclusion.
GF/CF
in Diet and Vitamins
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I made these cookies today. Apart from the fact that I nearly melted, it only took 10 minutes and they didn't make it off the cooling tray into the biscuit tin. Quality control (that's me) didn't get a look-in.