There IS a benefit to being in a special school...

[fiorelli]

Instead of having to fight, prove a case, listen to excuses and then wait on a huge list....

 

L is having a new 'full' ed psych assessment in 4 weeks time (next time he comes into school). The last time he had a detailed EP assessment was 4 years ago for the assessment for statement of SEN. I am not holding out too much hope that this 'full' EP assessment will be exactly what I would like it to be, or that it will give me any clear answers, but hey - he's being seen!

 

Oh, and fingers crossed it's the same guy who checked his maths and pulled the school up on a lot of problems in just that one area a couple of months ago!

[Sally44]

If your child has a Statement of educational needs, all of his areas of difficulty should be itemised in part 2, and in section 3 it should say how the school is supposed to meet those needs eg. what professionals, what strategies or approaches, how often he does certain aspects eg. 2 hours per week on a computer programme such as XXX. And it should detail exactly what the Ed Psych is going to be doing eg. attend IEPs, write annual reports etc. If your statement does not contain such specific information then you cannot know if the school is fulfilling it or not.

Get in touch with the National Austitic Society and speak with one of their educational advisors. Also find out when they are going to have a seminar about the Statement and what it should contain. Get a copy of the Code of Practice and the SEN Toolkit and read what should be included in the Statement. Many statements have been put together by LEAs to be as open and vague as possible. That is not what a Statement should be like.

A Statement is supposed to resolve the very issues you are having. It should be very clear what the school is supposed to be doing, and if, in an academic year the gap between your son and his peers is widening, then that level of support needs to be increased. You are saying that you don't even know what his needs are?

Also contact your local Parent Partnership as they too may do seminars about the Statement.

 

I have pasted below a part of my son's Statement.

 

"An individualised, multi-sensory and systematic literacy programme that will support XXXX progress with literacy. The programme must address his ability to read and retain high frequency words as well as developing word attack skills, spelling and handwriting. Activities must reinforce and support the application and generalisation of skills.

 

A high level of ongoing assessment must be built into the programme to ensure progress is being made and skills retained. Assessment techniques such as Precision Teaching should be used. This will assist in measuring the accuracy and fluency of words that XXX can read and spell. The educational psychology service should be approached for training and materials if this approach is new to the school. If it is not used, the school must demonstrate how they intend to meet this recommendation. This literacy programme will be delivered daily, with sessions being short, 15-20 minutes, and focussed with additional reinforcement being delivered through relevant activities and games across the day. This will require a teacher experienced and skilled in teaching children with autism and language difficulties supported by a teaching assistant with similar experience.

 

Progress made with literacy must be visible and presented at XXXXs? IEP and annual reviews. Assessment data and records should be reviewed after 6 months to ensure that XXXX is being provided with appropriate provision and that this is being effective in furthering his skills.

 

To support the application of literacy skills, resources such as:

 

- sentence builders

- word banks using the software Clicker which enables words to be selected, listened to and manipulated

- Clicker curriculum grids which enable support with the literacy content of the curriculum

- CD-ROM story books which read text and highlight the words at the same time, such as talking books and schemes such as the ?Oxford Reading Tree Talking Stories? should be used.

 

XXXX will have a handwriting programme that develops pencil control such as the Teodorescu programme or similar.

 

XXXX will have a numeracy programme that is highly structured, multi-sensory and systematically builds skills. Activities will need to involve a high degree of visual and practical support with relevant practical resources. Additional drill and practice should be provided through ICT based software which will support XXXXs? motivation and interest in practising number bonds. Progress made with numeracy must be visible and presented at XXXX? IEP and annual reviews. Assessment data and records should be reviewed after 6 months to ensure that XXXX is being provided with appropriate provision and that this is being effective in furthering his skills.

 

As XXXX is showing traits of dyslexia and dyscalculia advice should be sought by a specialist teacher for dyslexia/ dyscalculia by the school when necessary.

 

A programme of activities to support the use of working memory skills developing both attention and strategies for remembering information delivered aurally. Again, software will provide a motivating and flexible way to support this."

 

My sons SALT input is even more specific. If your statement is vague, you need to get it tightened up. Speak with the NAS about how to go about that. You say you have had one good Ed Psych go into school and give details on your son's difficulties and how they should be met. That kind of information should be in the Statement. If it says something like "school will get advice from an Educational Psychologist as necessary" - then the Statement isn't worth the paper it is written on because you have no idea if your son's needs are being met. Read the Code of Practice, it clearly says that EVERY need should be itemised, and that the Statement should quantify and specify in terms of hours (of support), and staffing arrangements (what professionals will be involved with your son, how often, what difficulties they will be working on and how they will be monitored etc).