Inclusion in action

[mossgrove]

Sorry this is a bit lengthy, but I felt I needed to write all this down, for may own sake if nobody elses!

 

Our second son (5) has been at an assessment unit three mornings a week for the last 6 weeks or so. He has attended his mainstream primary school in the afternons with 1:1 support. The unit is a joint venture between CAMHS and the LEA, and consists of a classroom envoronment woth up to 4 pupils, where children who are having difficulty integrating into the school environment can be assessed by a teacher, Educational Psychologist, a clinical Psychologist and an expert support worker. Our son has a provisonal doagnosis of Autism which we expect to be conformed at the end of the month.

 

There was a meeting at the unit yesterday involving a clinical psychologist, am Educational Psychologist, his CAMHS support worker, the head of the unit (also a psychologist) and the headmistress and his class teacher from his current primary school.My partner was also in attendance.

 

The gulf in perceptions would be funny if it was not so serious, but it amply illustrates that inclusion is not working in practice.

 

The asessments units initial findings are that our son has severe communication difficulties, does not communicate approprately, scored 98% of normal on intelligence tests but 6% of normal on his ability to process information. He showed no awareness of or interest in any of the other children in the unit, or of the other support workers, did not initiate any interactions and was resistant to even 1:1 working.

 

His almost total lack of concerntration, and inability/unwillingness to accept any form of direction meant that they felt he was effectively unteachable at present, and intensive communication therapy and (possibly) medication would be needed in future if he was going to learn anything at all. The intended to discuss with his consultant, with our consent, concerns that he may have ADHD in addition to Autism.

 

The schools opening position was, are you sure there is anything wrong with him? We don't think he has any problems.

 

Under some fairly agressive/intensive cross examination from the professionals present it became clear what they meant. Bear in mind this is a child who didn't speak at all until he was three, had intensive portage therapy, and still has difficulties. He can only be made to attend at all for 2 hours a day with 1:1 support, does not know the name of a single fellow pupil after 6 months at the school, and covers his face and assumes the foetal position if another child speaks to him.

 

The schools line of reasoning is a little scary but was as follows: In reception class puils are not directed as much as they are in year 1 and beyond, therfore unwillingness to folow direction had not appeared as an issue. Because he was not disruptive and did not affect the other children in the class his behaviour was not an issue. The meltdowns in the playground and at home before and after school were a matter for the parents and not the school. Therfore thay were of the opinion that he was causing them no major problems and couln't see why he didn't start going full time.

 

The meeting continued in a similar way. The professional felt a statement should be applied for straight away with a view to special school provision, the school felt that he should attend full time for at least two terms to enable them to assess more fully, amd then they would consider if it was appropriate to apply for a statement. The pyschologist said he would be out of school within two weeks if he attended school full time as he plainly could not cope. The school said that if we didn't send him full time after half term they would have to start recording it as an unauthorised abscence.each morning.

 

And so it went on.

 

It's worth mentioning that the school is seen as one of the best in the area for children with special needs. I do not believe the school were being deliberately obtuse or difficult. They sinply do not understand the issues involved, and the extent to which autistic children cannot be judged by the same yardsticks as NT children.

 

Until the knowledge base is out there, I really cannot see how inclusion can be made to work, especially as special schools are being closed now in anticipation of these skills being available.

 

 

Simon

[Helen]

Simon, I'm truly lost for words <'>

 

When you get the confirmed diagnosis, what do you intend to do about your little boy's education? What would be your next step?

[bid]

Simon <'> <'>

 

As you say, it would be funny if it was not so serious

 

I'm speechless, but sadly not surprised. When the HV observed my 3 year old in Playgroup, the staff there said he was fine and they could see no problems before adding as an after-thought that he knew their names, but not really any of the other children's after being there nearly 3 terms!!

 

I do so hope you can get something suitable organised for your son.

 

You begin to wonder whether these people think we have nothing better to do than 'imagine' these difficulties

 

Don't give up! <'>

 

Bidx

[loulou]

Hi Simon,

 

I think that the psycholgist is absolutely right about your son not lasting if he were to attend school full time. I think it will make his problems worse. What are your views on this?

 

Also, regarding their comment about "unauthorised absense", that is unfair. If the ed.psych recommends that your son should not attend full time, the school must acknowledge this.

 

Do you have any involvement with the Educational Welfare Officer? If she/he is made aware of your son's situation, she/he could write a report, which basically authorises your son's absense and the school can't say otherwise. This is what happened with my son.

 

I also think that you should urge for a statement straight away. These things take time and your son will not get a specilaist placement without one. You can apply to the LEA for this yourself.

 

All the best. And well done to your partner for getting through the meeting. It must have been tough <'>

 

Loulou x

[Suze]

So sorry to hear of your predicament.I agree with lou lou, apply for the statement now.Parents can contact the LEA direct and request a assessment with a view to a statement.It sounds asthough the EDphysc is on your side,their reports can be used as evidence in the statementing process.

[barefoot wend]

Mossgrove

 

I'm sorry to hear of your shabby treatment by people who really ought to know better. I'm amazed at their 'sink or swim' attitude. Do they think that he will be fine? Madness.

 

I hope you manage to get things sorted and that you find some support.

 

Barefoot

[annie]

Simon,

 

I really feel for you all and what you are going through at the moment, though like Bid say's "!'m speechless, but sadly not surprised". We've been in a similar situation ourselves.

 

It never ceases to amaze me that schools will involve outside parties for advice etc but totally disregard everything that they say, and if you are a parent of the child.......forget it.

 

It seems that if somebody reads a textbook or goes on a 3 hour 'course' on Autism or ASD's they are now regarded as 'experts'. Us mere parents have no idea what we are talking about

 

Perhaps people should work with Autistic children in a specialist setting before being let loose in a mainstream school where, because of 'inclusion' there will be more and more autistic children.

 

Good luck <'>

 

Annie

[nellie]

Simon,

 

 

Like the others "!'m speechless, but sadly not surprised". Good luck, I hope you get it all 'sorted' soon.

 

 

Annie,

 

Perhaps people should work with Autistic children in a specialist setting before being let loose in a mainstream school where, because of 'inclusion' there will be more and more autistic children.

 

What a brilliant idea!! Or maybe they could move in with a family with an ASD child for a week!! I also think that only those who are dedicated to ASD should get the job, they have to be willing to learn and understand. We have seen what happens to SENCO's who don't actually want that job.

 

Nellie xx

[Elanor]

Simon

 

Thank you for posting - your experience, so well-put, has helped me understand something.

 

Your son's school simply don't understand autism - but why is this? Not because the teachers are stupid or ignorant. Is it because the teachers feel that they don't have to understand your son's problems? If there's no disruption in school, then it's not school's problem! The needs of the child are not the school's problem - that's a parent/medical thing. The teachers are able to place their judgement before the expert opinion with impunity.

 

So what's the point of inclusion?

 

It seems to me that your son's teachers (and my son's also) are free to develop a self-serving complacent attitude, because they are not willing to accept that 'inclusion' includes them.

 

Am I bashing the teachers or the system? Is there really a difference?

 

Keep your chin up.

 

Elanor

[oracle]

Simon I am not surprised but I am always shocked by the level of ignorance and total lack of awareness and understanding, that is deemed to be acceptable for people working with our children

 

Thank goodness the Ed Psy knows better. One of our parents is having very similar problems to you but her Ed Psy supported the school and the stance they are taking Then we read in our local rag a few days later that our Psychology department was under the cosh for failing to deliver quality services to parents. What hope do we have when this happens?

 

Simon I know I already have your permission to use posts can I ask have you filled in our questionnaire? I ask because although we do not use names when meeting with Government Officials we do also quote Authorities where we know it is going pear shaped. That way our case histories remain anonymous but we spot light areas that we know are failing.

 

Just as a matter of interest our ASD specific school are busy having their teachers trained in Early Bird - now remember they are already teaching kids with ASD - I would imagine that they are then meant to pass this down to parents? I would hate to think that this was their first time in that swimming pool!

 

Carole

 

questionnaire can be found at www.campaim.org The page looks blank don't worry it works.

[helenl53]

Hi All,

 

As there is a reluctance on the part of some schools to pursue statementing, then perhaps we should consider the following:-

 

1. The schools really are expert in their knowledge and we are being neurotic parents

 

2. They have so much experience and knowledge and will make a difference to our children and statementing is a complete waste of resources and the money is better spent being devolved directly to the school.

 

3. By encouraging our children to be statemented, they will lose the funding that they currently get for each child on the SEN register. This funding goes into a big pot and the school can spend it on "Special Needs" and it does not have to be specifically spent on the individual child. Truanting and anti-social behaviour could be "special needs".

 

4. The Statement would be legally binding upon them. Anything else is only subject to "Code of Practice" and "recommendations"and therefore not enforceable.

 

I have had a whack on me head with the cynical stick again!!

 

Helen

[pim]

Thanks for that post Helen. I never understood why I school would be against statementing a child. But now I understand a bit better.

 

pim

[annie]

Nellie,

 

If anybody is starting a list, can I go first

 

I used to work as an LSA with a boy with ASD unfortunately, I had to hand in my notice because I was getting a couple of calls a week from my own son's school to pick him up because they couldn't handle him.

 

Frustrating!!!

 

Annie

[Jericho]

Another one here who is absolutely speechless. Your son deserves far better than what they are offering him.

[lisa]

3. By encouraging our children to be statemented, they will lose the funding that they currently get for each child on the SEN register. This funding goes into a big pot and the school can spend it on "Special Needs" and it does not have to be specifically spent on the individual child. Truanting and anti-social behaviour could be "special needs".

 

Is this true???? Our school have completely changed it's opinion since we made a parental request for a statement for Laura. They were saying that she spent 95% of the time on her own, was "in a world of her own", wasn't doing hardly any work, was getting upset etc. etc. We applied for a statement and now all I get is "she's no different to any other child". Coincidence?? We worked out they're currently spending a total of �1 per week on my daughter's special needs.

 

Lisa

[claire]

Hi Simon,

 

I am sorry to hear of the difficulties you are having. I do believe that there is so much more to inclusion than a child just being in the building. If a child requires fulltime 1 to 1, is away from the other kids and cannot bear them to come near e.t.c. then this cannot be inclusion. Schools do develop these reputations for being great for SEN but to be honest there is a few of them in my area and they are just ###### awful, I don't know who starts these rumors!

My son has severe and complex language disorder, spent 3 years alledgedly being included. I had the same, no problems at school but meltdowns before we had left the school yard and of course school said it was nothing to do with them!

 

I fought the last 2 years of it for a language unit. My son is there now and is much happier. The LEA still say it is the wrong place, that he should be in mainstream with autism outreach service or autism specific school. I believe communication is the key to everything. If the LEA does not have any of their own (LEA maintained) schools that you think can meet your son's needs why don't you look at what the independant sector can offer? If you get an assessment then proposed statement you can make "representations" for an independant school to be named on the statement. It is not about saying it's the best, but that the LEA's own cannot meet his needs and the independant can. I am not trying to push you down a paticular route, but the LEA's are closing down more special schools and units and I think shooting themselves in the foot because more and more parents are seeking independant special schools.

 

It is worth asking if your son can be referred to a specialist SALT who has expertise in expressive and receptive language problems. The school he is at now sounds very ignorant.

 

Regards,

 

Claire

[helenl53]

Hi Lisa,

 

This is very sad but unfortunately for our kids, very true.

 

The SEN budget can also be used to help fund the wages of the SENCO who may be directed, at times, to cover for other teachers absences and this will save the school some money from their general budget as they do not need to buy in a supply teacher. Hopefully, this would not happen too frequently, but I do know that at my sons previous school, the SENCO is job sharing a year 4 class!!! Standard of their SEN provision = doggie doo doo.

 

The awake ones amongst you will have noticed that I said previous school!

 

At the moment, the schools only need to show the LEA that they have spent their SEN funding on SEN issues and "performance" and "value added" are not criteria that the schools need to report on.

 

When a child is on "Schools Action Plus", it may have been a recommendation from one of the professionals dealing with your child, that say, outreach help is sought to help your child and the school deal with maybe something like anxiety problems. There is absolutely no requirement whatsoever that the school must follow this recommendation. Of course, they would have to use some of the Special Needs money to buy in this service and so you can see why there could be a certain amount of reluctance. When preparing a statements, the LEA usually state that some of the provision should be met from the SEN funding already devolved to the school. Meeting Statemented Needs = Compulsory spending. Meeting Non - Statemented Needs = Optional spending.

 

It has to be said, that there are some schools who do our children proud and who really do try but, it is my opinion, that there are some schools who behave in an unscrupulous manner and treat our kids as "nice little earners".

 

There is a reluctance on the part of some schools to manage our children in an effective manner and punishment and exclusion seem to be their answer, but it does beg the question - if our children are so difficult, why are the schools not requesting/supporting Statutory Assessment of our kids? Nellie will tell you - if a child has Complex and Long Term difficulties then the LEA should undertake Statutory Assessment. Do any of you have a child who does not have complex and long term difficulties?

 

I must stop hitting myself with the cynical stick!

 

Helen

[nellie]

Inclusion Framework 2 years on. Ofsted Report

 

In October 2004, Ofsted produced a report intitled Special Educational Needs: Towards Inclusive Schools.

 

http://www.ofsted.gov.uk/publications/inde...summary&id=3737

[barefoot wend]

Nellie

 

Good link - I particularly liked:

 

'Pupils with SEN were regarded with respect and affection by staff and other pupils.'

 

Barefoot

[Helen]

Meeting Statemented Needs = Compulsory spending. Meeting Non - Statemented Needs = Optional spending.

 

It has to be said, that there are some schools who do our children proud and who really do try but, it is my opinion, that there are some schools who behave in an unscrupulous manner and treat our kids as "nice little earners".

Daniel's first primary headteacher was being investigated as a result of numerous complaints made by parents whose SEN children went to the school.

 

When I was approached to give evidence and make a statement, the investigator couldn't believe how deliberately ignorant both the school and the LEA were, in refusing to address my concerns about the school's failure to look into my son's difficulties in school.

 

The investigator read for himself the 'minutes of the first meeting' when my husband met with the headteacher -these minutes were the school's version- they mention why the headteacher wouldn't put my son on the SEN register/ why he wouldn't allow Daniel to go on the SEN programme, this was due to the lack of school funding, as it had overspent on the SEN Unit. The minutes state how "The Governors had approved the provision of a Special Needs Unit, the money for which had to be found from within the general school budget."

 

I knew the headtacher was lying, so I questioned the funding issue with the Chair of the governing body.

 

The Chair responded with "The school does not have a SEN unit. There is a multi purpose unit that is used for SEN, meetings and other activities. This enabled the school to provide more amenable conditions as previously SEN was conducted in the hall. The multi purpose unit was a gift from XXXXXX XXXX and there was no cost to the school. Very little expenditure was needed on desks etc."

 

In the 'minutes of a second meeting' between my husband and the headteacher -the school's version- the headteacher told my husband that he "never felt that Daniel was a Special Needs child and that he was placed on this stage (stage 2)mainly for financial reasons."

 

The headteacher had denied all along that Daniel was SEN, the headteacher had originally placed Daniel on the SEN register, had been obtaining funding from the LEA and hadn't told us about it. Even Daniel's form teacher didn't know that Daniel was on the SEN register, it was only because we found this out by accident, before the second meeting, that the headteacher decided to admit in the second meeting that he had put Daniel on the SEN register.

 

One senior LEA officer I met with a year later, mentioned the words "headteacher/skimming of the top" in the same sentence.

[Rabbit]

helenl53...... a quick question if you don't mind.......are the schools SENCO's supposed to be in school just as a SENCO or are they there as a teacher with SENCO responsibility????

 

The reason I ask is because at an emergency multi-agency meeting the EP told the SENCO to submit a request for Statuatory Assessment as a matter of great urgency......it took her 19 months to do so and then she sent it to the wrong dept!!!!!!

 

Her excuse to us was that she has 34 children to teach in her class full-time, 70+ books to mark each week and she didn't have enough time to do her SENCO job!!!!

 

This is the same SENCO who did not have a copy of the C of P....well not until I got her one and gift wrapped it for her!!!!!

[Helen]

.......are the schools SENCO's supposed to be in school just as a SENCO or are they there as a teacher with SENCO responsibility????

Hello Rabbit,

 

Just 'plain Helen' here

 

I would imagine the role of a Senco is dependent on their job description in relation to their wage.

 

The Senco in my son's first primary school and the Senco in his secondary primary school dealt only with SEN children - they didn't have any other responsibilities.

 

The Senco in my son's comprehensive school has an active role, apart from her general Senco duties, she teaches SEN, this mixed class can vary from between 3 and 10 pupils. She also teaches two national curriculum subjects, there are 30 or more pupils in each class.

[Helen]

an emergency multi-agency meeting the EP told the SENCO to submit a request for Statuatory Assessment as a matter of great urgency......it took her 19 months to do so and then she sent it to the wrong dept!!!!!!

 

Her excuse to us was that she has 34 children to teach in her class full-time, 70+ books to mark each week and she didn't have enough time to do her SENCO job!!!!

I've heard the term 'non-contact time' - I think it may be relevant to this post in terms of a teacher being allocated a specific amount of time each month away from their tecahing duties, but can anyone provide a definite explanation of what it means please?

[katkin]

Hi, most senco in primary schools will also be class teachers. They will get extra "points" on their pay scale to pay them to do this job. Depending on the level of sen in the school will depend on how much time they get to do it. I have worked in a school where sen was 50% to 75% (mainstream) and the senco had one days non contact ( she wasn't teaching her class) to do all the work. In most secondary schools the senco will not be a specific subject teacher any more but may well still teach sen children and do all the paper work. All schools have to have a senco, who may or may not be responsible for the "gifted & talented" children.

I know some pre schools now who have employed sencos, just to do that job, particularly if the school is in a high sen area.

All teachers will have some non contact time, usually 1/2 day each half term. May be more, depends on what they teach, if they are management or are skills teachers.

regardless of how much time they get off from class or not it is not an excuse to not do the work, makes me cross when children slip through because of the inadequecies of some And they do get paid to do it and nobody makes them do it, they choose. if they can't do they shouldn't. ( Sorry, slipped into rant mode) love Kat

[Helen]

Hello Kat,

 

Thanks for the explanation Now we know that Sencos are awarded time away from their teaching duties - no excuse now why they can't see to their other SEN responsibilities.

[oracle]

I can only sepak for our Authority buy it is as difficult to get anyone to apply for the post of SENCO as it is Head Teacher now. True these teachers are supposed to be given non-contact time but in reality it rarely happens. I know that some SENCO's can not even get the time off to attend the annual SENCO conference.

 

Yes they do get paid and points added for being a SENCO, but if you do the job in a school where there is high percentage of children with SEN, then you really should have lots on non-contact time. I have to say that the SENCO at Matthew's school was a dedicated and wonderful person. She almost killed herself with the job and I am not joking. Her doctor told her quit or else. She quit no one else would even apply for the job. She was spending every evening working until all hours at home. I do not think that her rise in pay covered this amount of work. I am also talking about a Primary School here.

 

Budgets are so tight in the North East that teachers are NOT getting the time out they should to do the job they should be doing. I can't speak for other areas.

 

I suppose you think that this is a cheek coming from the ardent campaigner, but I did see the sytem from the inside out while I was Chair of Governors and SEN Governor for 13 years. Of course when we fight our battles the internal politics mean little to us, and rightly so - but again it's really he Government we should be screaming at here.

 

Carole

[Tez]

Carole it's the same at my son's school. The SENCO left at the end of the summer term 2004. They have been unable to replace her. One of the Deputy Head's has taken temporary responsibility for the position along with his other duties. This is in a school of 1600 pupils, 20% of whom are on the SEN register. He often emails me at 7 or 8 O'clock at night or as early as 7.30 in the morning. It's just too much responsibility for one person.

[Helen]

Hi Carole,

 

I agree that our government has a LOT to answer for - but there are schools out there which have rogue senior management teams, these people deliberately misplace SEN funding to meet their own means - and it is so wrong. If a school has an unscrupulous SMT, the entire staff don't stand a chance of carrying out their duties to the best of their ability. These SMTs must take their share of the blame, they too have a lot to answer for.

 

There have been numerous occasions when Daniel's Senco has deliberately lied to me in the presence of other professionals. The deputy headteacher was present in one meeting, she knew the Senco was lying to me, but the DH didn't utter a word. I know how wiley the Senco is, but I am up to her, because I know my son better than anyone.

 

I'll be perfectly honest with you, if Daniel's Senco told me that she couldn't review his IEP until another 9 months due to her not having enough time on her hands, I wouldn't be interested in her plausible excuse for more intervention needed from the government, once the red mist would come over me I'd want to get my tar and feathering gear out.

 

Daniel's school has less than five hundred pupils on the register - Daniel is statemented, I will not tolerate any more excuses from the school, I've had enough of those to last me a lifetime

[oracle]

Hi Helen,

 

I agree with you. When you need action you nedd it then and now and not tens years down the line! It took me quite a while to realise that our school was very good at accounting for an SEN budget that was not being spent where it should be. That was one of the reasons our poor SENCO was meeting herself coming back. I was not a popular person at all when I started asking leading questions about the budget. I know that far too many school don't put their money where it should be going.

 

I have met some SENCO's from hell so believe me I understand what they can be like.

 

I hope I was not making excuses but sometimes I do feel that this whole senario could have been sooooo different - if the training had been in place before inclusion, and the budget monitored by an independant panel who would know at once if the wool was being pulled over their eyes?

 

Carole

[Helen]

Hello Carole,

 

Our educational system is flawed, it breeds injustice after injustice.

 

We have a document titled 'The SEN Code of Practice'. It's informative, it makes the parents aware of the guidelines which the LEA and school ought to have regard for, but if a school and an LEA doesn't have regard for the COP, the parent is already fighting a losing battle - the COP doesn't hold any substance.

 

How many times has an LEA exceeded a deadline in issuing a final Statement? Why are parents not informed of their right to be present during an assessment? Why are parents not notified of their right to be involved in the drawing up of an IEP? Why are there some children who are on the SEN register at the stage 'School Action' not provided with an IEP? These are only a few of the issues which should be a matter of procedure for the SEN child and their parent - yet they're not. The government ought to make the COP a statutory document - the system needs to be tightened up in favour of the parent.

 

sometimes I do feel that this whole senario could have been sooooo different if the training had been in place before inclusion, and the budget monitored by an independant panel who would know at once if the wool was being pulled over their eyes

I couldn't agree more...

[helenl53]

Hello All,

 

On Soapbox!

 

Whilst our schools and Leas' remain un-accountable and not - responsible, then these situations will arise time and time again.

 

There is lots of tut tutting and wrist slapping going on but I think that is only for the benefit of parents - "bad practice," whilst a crime against our kids, is not really a punishable offence in the education world.

 

Whether we agree or disagree with league tables, they seem to have been the incentive that some schools have needed to raise their standards. Funny how funding can be the proverbial kick up the ass that these schools need.

 

If there was a "league table" of results for SEN provision, how differently would our kids be treated?

 

Regards

 

Helen