BusyLizzie100

I heard Dr Luke Beardon from Sheffield Hallam University talk at a conference last week, delegates comprised teachers, teaching assistants, parents, psychologists, CAMHS workers, etc. His words: If any of the professionals here have ever diagnosed someone with 'mild' autism, be very ashamed. Lizzie x

Very briefly, since I haven't read the link yet - Asperger Syndrome is often dismissed in certain areas as not meeting criteria for services, where ASD does. For example, my middle son has a diagnosis of ASD and has had a social worker assessment; my eldest son has a diagnosis of AS and purely on that basis alone social services will not assess - their blanket rule is that AS does not meet their criteria. I've heard people have had similar experiences with, for example, OT. Lizzie x

No, not daft at all!! But it's very hard to find out. I asked Ipsea this same question, and basically all you can really do is keep asking. There's no designated format for making a decision - The LA may make decisions through a panel, or it might just be someone sitting at a desk reading your child's file and making a decision on their own. They may keep fobbing you off by saying, for example, 'the panel' only meets every 2 weeks, in which case get back to them after 2 weeks and ask if they reached a decision. If they keep saying your son hasn't been discussed at the recent panel, all you can really do is ask when he will be. It's incredibly frustrating. If your Parent PArtnership is any good, they may be able to help, but they differ wildly from area to area. Lizzie x

And now she's deputy SEN manager for the entire LA. I'd love to say more but feel I may break too many forum rules... Let's just say I'm not happy... Lizzie x Sorry, gone a bit !

Hi Janey. If it's it the first annual review, then my understanding is that yes, the review should take place within 12 months of that date ( Kathryn my be able to clarify!). If it's not the first, then the important date is the date on which the LAST review took place, which as mentioned is not the date of the review meeting, but the date the LA made its decision following the meeting. Unfortunately there's nothing in the law to say how quickly this must happen, other than the LA must make its decision within 12 months of the last review decision. So potentially in your case the LA has not made its decision yet... when they do, they have 7 days within which to let you know the result. Gentle reminders are all we can really use to try and get them moving. The NEXT review must take place within 12 months of the date of the LA's decicison. I'm in a similar situation to you - my son had an Early Review meeting in November - early because there were concerns that his placement was breaking down - and I've had to pester and pester to get the LA to complete the review. Eventually they said they were preparing a proposed amended statement, but it then took a further 2 weeks and me nagging before they actually sent it out at the beginning of March. When I got it I asked for a meeting and now the LA is dragging its feet in organising a date... at the moment they have offered a date 7 weeks from when I received the statement... I'm trying to figure out what I can now - it doesn't seem right that they can drag these things out endlessly, does it! Lizzie x

We received proposed amended statement following Early Annual Review meeting (held in November) on 5 March. On 7 March I requested a meeting, as per the 15-day rule. We have asked that, since the SEN officer who attended the November meeting has since left the service, someone else who was at that meeting attend this proposed meeting, ie the Autism Advisory Manager, who also suggested that the Autism Advisory Teacher attend too. When we asked for the meeting, we said that our preference would be Thurs or Fri morning, since both of us work, but we would consider other dates if we could get time off. Firstly the LA offered Fri 15 April, which is in the Easter holidays, and said this was the earliest date the Autism Advisory Team could make. The LA 'reminded' us that in any case the statement must be finalised by 29 April (8 weeks from the date of issue). I replied saying sorry, no can't meet in school holidays with three autistic children, and that if it is a problem for everyone to meet then we would prefer just the Autism Advisory Manager, and that of course we can consider other days of the week. The LA has come back today offering us a meeting on Tues 26 April at 4pm. I despair! I have emailed back saying no, we cannot meet at 4pm as can't bring three children with us. Also that is even later than the original date and that it is unreasonable to make us wait 7 weeks before they agree to meet us. How do we stand legally? It seems the LA is delaying things enormously, but how can we stop them? The Early Review itself was held at the LA's suggestion during a meeting at the end of last school year, because it seemed the placement may be breaking down. I haven't been able to contact Ipsea, but wondered if this might be a case for a judicial review? Help appreciated! Lizzie x

LA suggesting meeting date of 15 April, in school holidays! And LA says it must be finalised by 29 April! We got proposed amended statement on 5 March! Have said that's unacceptable and reminded them of law re meetings and timescales. :angry: Have got a question, though: Early Review meeting was held in November at LA's suggestion; at the meeting (and in our paperwork) we requested another Early Review in six months time (May). But LA has taken so long with the current one, and it looks like the proposed amended statement may not be finalised for some time... will we still be able to ask for another Early Review??? Do we have to wait until the statement is finalised before having an Early Review? If not in May, then maybe at least before end of summer term? Lizzie x

What's really annoying is that it was the LA itself who suggested having this Early Review; now they're taking ages to finish the job!! Have had an email today saying they're liaising with other professionals to arrange a date for a meeting and will let me know 'in due course'.

Yes it can. Obviously it depends on the school and the individual, and very much on the environment created within the classroom. And the class size. With a class of six and half as many adults the support can be very individually tailored but still take place within the classroom and group settings, without a TA being velcroed to the child - my son had to be weaned off his LSA when he moved from mainstream to special because he'd become so dependent on her. My eldest son, on the other hand, is in mainstream secondary with a statement. In order to accommodate the extra input on his statement he has been allowed to drop French, which frees up 2 periods a week. He is still learning Spanish. While he doesn't require additional therapies etc, any more periods than that would start to interfere with delivery of the NC. Basically special schools do frequently have more flexibility and room to manoeuvre than mainstreams. Lizzie x

School may not have hidden it from you per se, but they are probably under a great deal of pressure from the LA etc to 'make it work' for your son at mainstream, ie keep him in mainstream. Plus a mainstream school will not necessarily have the expertise to incorporate therapy into class teaching - removing a child from class to do it discharges their remit but in effect it can be counter-productive and more isolating than inclusive... My son used to end up having numerous walks around the playground with his LSA each day to help him calm down - all very well but he was spending more time doing that than accessing the NC!

My son is in Y6 and accesses the National Curriculum at his autism-specific school, and receives SALT, OT and music therapy too. The SALT and OT are very much worked into the class activities, ie they're ongoing. The NC may be modified in some ways for him, but as far as I can see nothing is being missed out. Many aspects of the NC can be covered in one lesson, without necessarily dividing it into subjects. Cooking is a great example - it covers numeracy, literacy (reading and working out a recipe), social skills (sharing equipment etc) and even OT (mixing and cutting). Add in a sprinkle of history or geography by cooking up a Roman recipe or by cooking dishes from different countries... It's the adaptability that often goes missing in a mainstream class of 30 kids. We did find that when DS was at mainstream, the school eventually said that it couldn't do all that was stipulated on the statement, eg sensory diet, in a mainstream setting; despite trying, ultimately they weren't a 'special school'. Basically there is a tipping point at which it becomes unworkable at mainstream - my son reached that point and maybe yours has too? Lizzie xx

This isn't a phase transfer statement, he's currently in Y8 at secondary. I don't even think they're dragging it out, I just think they're utterly clueless. It galls me that I have to do so much of their job for them. I'm still waiting for a response or at the very least an acknowledgement to my request for a meeting. The law as it stands isn't the problem, it's the LA's incompetence in adhering to it and acting competently! Lizzie x

If you end up going to tribunal, you will need to draw up a parental working document of how you want the statement to look. If you have time, it's useful to do that now so you have something concrete to wave under the SEN officer's nose. (If not, your best bet may be to let the LA finalise the Statement and then go to tribunal to get it right; hopefully it will name the school you want?) (Apologies if you know all this already!) Take copies of each report that formed part of the statutory assessment. Then sit down with a big notebook and two highlighter pens. Go through each report and, in one colour, highlight every reference to every single need. In another colour, highlight every reference to provision, ie what is needed to support the need. Divide your big notebook into two sections, one for needs and one for provision. Then subdivide each section into chapters with headings eg Cognitive & Learning (Education); Communication & Interaction; Personal, Social & Emotional; Motor & Sensory Skills. Referring back to the highlighted reports, copy out each need, with a reference to who wrote it, page number and paragraph. Do the same for provision. Next, you need to pull together each section into something that reads comprehensively without repetition, paraphrasing as necessary, including your references to author, page number etc. Make sure to include EVERY need. This will help you to produce Part 2. Next, do the same with the provision to make Part 3. Every need should match up to provision in PArt 3. This is often harder because professionals don't always put enough detail re support in their reports. [HOWEVER, you can ask for a meeting with the LA AND the author of any of the advices (reports) before the statement is finalised; this gives you the opportunity to ask the professional questions about how the need they have identified should be supported - this can be minuted during the meeting and added to the advice as an addendum.] It is a laborious process, but well worth it. By all means talk to the new school, but it's again extremely important that the statement isn't written to suit their needs and not your child's... Best of luck and keep us updated as to what happens. Lizzie x

Early Review meeting was back in November, and we've finally got the amended proposed statement - not much sense of urgency there, then, considering the EArly REview was called because things were spiralling downwards... Anyway the LA has agreed half of our amendments but left out all the recommended amendments discussed at the meeting - the SEN officer who attended the meeting has since left the service, which probably explains why. Fortunately though, the Autism Outreach teacher and her manager were at the meeting and are happy to meet again with the LA and me to discuss this proposed amended statement. Does drag on though, doesn't it... Lizzie x

Kazzen's right. My second son saw a play therapist at CAMHS when he was nine; after three sessions of him sitting on the sofa with a blanket over his head, she said it was pointless to continue because he wouldn't engage with her. The reality of the situation was that he was stressed and anxious and trying to block out the world (this was when his school placement was breaking down) and actually needed professional input urgently. She was absolutely pants and knew nothing about autism. (Things have improved now he is at a different school and his needs are being met). Hope you have a better experience! Lizzie x

Gosh, how did I miss this?? Fantastic news, Kathryn! Well done to your daughter. :notworthy: I hope she gets the place she wants - and deserves Lizzie x

Me too!! Asperger's is a subgroup on the autistic spectrum, it really annoys me how it is often seen as somehow 'different' to autism. A diagnosis still requires the triad of impairments to be present, as in every other subgroup on the autistic spectrum. And NO, it is NOT a mild form of autism. We have a mix in our household, at varying points on the spectrum, and it is most often the one diagnosed with AS - or who fits the AS profile - that experiences the most difficulties day-to-day. Lizzie x

WEll although this meeting took place some time ago now, we are still non the wiser! We are still waiting for the LA's decision following the Review meeting, which was back in November, and was an early review following the previous one in May 2010. I have asked the SEN officer when we'll get it - we asked for amendments to the statement - and have been told we'll hear 'in due course'. We've already asked for the next review to be early - at this rate we won't have finished the first one before the next one takes place - we asked for it to be in May 2011! unless the LA refuses to agree to an early review, that's entirely possible. It's a farce isn't it. Lizzie

Just wanted to say hi and send <'> >< Your situation sounds not dissimilar to that of our eldest son (DS1). DS1 has AS and is academically able; both school and the Ed Psych said he didn't need a Statement. We said he did, largely on account of social, emotional and behavioural issues and dyspraxia, as did the clinical psychologist at CAMHS and the NHS OT. He was turned down for statutory assessment in Y3, we could have appealed but waited until Y5, and applied again. This time the school EP still said no chance, but the LA's senior EP found significant cause for a statement and supported us. The LA assessed and right at the end of Y6 he got a Statement. One of the most significant things in his statement is how easy it is to underestimate his needs, because he appears superficially socially able, ie you just can't tell unless you know him well. This still causes problems occasionally at secondary school, with so many different teachers, but the statement is a legal document and there are processes that must be followed, by law. He had a bad Y7 when school were convinced he didn't need the statement, but by the end of the year things were unravelling badly and became a little 'more obvious'. Now in Y8 he has a new, more understanding SENCO and things are improving. Check out this link from the National Autistic Society about changes in behaviour at home and school: http://www.autism.org.uk/living-with-autism/understanding-behaviour/behaviour-common-questions-answered/different-behaviour-between-school-and-home.aspx Most importantly, if you think your son needs more support or a statement, then apply yourself. It can be a battle, but stick at it. AS suggested, check out the IPSEA website and/or call the helpline. All the best, Lizzie x

FAB NEWS! Despite all the cloak and dagger stuff from the LA, they amended the statement as per my friend's working document and have named the secondary school she wanted - so her son will stay at his current school. She's very happy. But it still begs the question, what on earth is the change in law that the LA was banging on about?? Lizzie x

Yes, my friend quoted the SEN Regulations about time limits and when they don't apply to the LA but that's when the LA said the law has changed... Goodness me, have we caught them in an actual lie?

A meeting has taken place and the LA has agreed most of my friend's amendments. It has agreed to issue a new statement. HOWEVER! The LA is saying it must finalise the statement by 1st Feb as that is the end of the 8wk limit since the proposed amended statement was served. So there will be no 2nd proposed statement, the LA says it will amend it and send her a finalised statement straightaway. Surely this is not right!! Any ideas, anyone? My understanding is that the LA can't issue a final statement without giving the parent 15 days to make representations or ask for a further meeting... The LA has actually told my friend that the law has changed and they aren't allowed to do new amended statements!!!! I don't recall a change in law... is the LA 'confusing' the recent change to the law giving a new right of appeal after annual review? Lizzie x

My LA has confirmed to me that it will still have authority over children with statements of SEN for schools that change to academy status. I specifically asked if this means the LA will still be responsible for ensuring that provision in Part 3 is carried out and the answer is 'that is correct'. BUT I don't think this is true of all LAs!! Maybe it is something that will be written into the school's Funding Agreement. So, worth checking. Lizzie x

IS your son currently in Year 5? I presume then that the statement was finalised at the beginning of year 5. So the next AR must take place within 12 months of that. If this takes place at the beginning of year 6 it's likely to be the review for his phase transfer to secondary. The statement will have to be amended for the phase transfer - this could be a complete rewrite, for example if the child has had the same statement for several years, or it could remain identical or very similar to the original. (My DS2's statement was about 18 months old and only needed slight updating to Part 2 - Part 3 remained the same). This statement, the one for the phase transfer, MUST by law be finalised by 15 Feb in the year of transfer, in this case in the Feb of Year 6. The secondary school cannot be named on the statement until it is finalised, although obviously it's wise to be discussing options. When you get the proposed statement you'll be invited to express a preference for a school. One note: a friend of mine had an annual review at the end of Y5, which the SENCO said was for the phase transfer. But this would have meant that the statement would be quite out of date by the time of the actual transfer, so the school agreed to hold a subsequent annual review at the beginning of January in Year 6. This still means that the statement must be finalised by 15 Feb. And the date 15 Feb is to give parents time to appeal if necessary before the child actually transfers in the September. Hope that helps. Lizzie x

Not sure about the legal refs, but I think the statutory re-assessment that you had since the last annual review starts things over. So any annual review now will be within 12 months of the date of the finalised amended statement following the re-assessment. This is what happened with my DS2. Lizzie x