No statement, so no manpower

[Portia]

Hi. I'm a T.A. in a y5 class and am there for an ASD pupil and another with undiagnosed developmental disorder(yr1 academically) The ASD pupil is a quiet child who only got hrs part thru y4 and has now started to fly with 15wk (confidence,happiness,creativity output,even using the toilet during the day regularly when before wouldnt...etc etc,all great)The other child is also progressing very well and I just about manage to share myself so I dont feel I am letting one or the other down.(V.dif needs/abilities)

 

The problem is in another child who has started to show more and more ASD behaviour(apparently he is the reason why my pupil stayed quietly under the radar as he is so loud and aggressive).Last year we had another TA in class who helped,but this year there is less manpower. I explained to the head that we would need more help and he did listen in that we got 4 mornings a wk.Unfortunately there is no consistency: We have 2 afternoons where the HLTAs teach because of coordinator and PPA time off and I am the only TA in there then.

 

I'm upset as I feel I'm failing everyone...I have 7yrs exp in helping ASD children but am not a knowitall(I hope!)but my2 are suffering if I step in and the class&frustrated lil boy suffers if I dont. He badly needs help which I've tried shoutin from the rooftops for months now...think I'm just getting appeased every time I have a moan.Have said we need immmediate separate sanction/reward system etc etc...also a case of too many cooks...The "behaviour"TA seems to have an ego problem with me and tried telling me that he didnt have autism he had aspergers which is something completely different(!!!!!!!!!!!) Have since printed out info to "prove" to class teacher and senco I know about this and they continue to send him to her for behavioural stuff,as though he were just naughty.AAARRRGGHH!! sorry, I'm so frustrated myself...my partner says I should just stay out of it and let him keep getting sent out until the head and senco DO SOMETHING and I guess that's prob best as I'm feeling worn out and jaded when I think about it(yet so buzzy with my2 assigned kids)

 

I just feel I should be able to make it all better for him but unless I was given the time,freedom and energy with him, I cant.I know it's a case of not being able to do everything but any suggestions would be greatly appreciated.Thanks.xxx

[JsMum]

 

 

I havent a clue where you go but its clear you can not continue with the situation any longer, Im not sure what legal support you can get via union, local educational departments special needs department, if at the end of the day you feel you are not meeting the needs of the children your assigned to then you need to put this in writing and make a complaint.

 

There is ACE and NETWORK 81 who may know more of what TAs support there is, at the end of the day your a vital role for our children and your voice should be heard.

 

JsMumxxxx

 

 

[Portia]

I havent a clue where you go but its clear you can not continue with the situation any longer, Im not sure what legal support you can get via union, local educational departments special needs department, if at the end of the day you feel you are not meeting the needs of the children your assigned to then you need to put this in writing and make a complaint.

 

There is ACE and NETWORK 81 who may know more of what TAs support there is, at the end of the day your a vital role for our children and your voice should be heard.

 

JsMumxxxx

 

 

 

Thanks..No don't worry, I'm making sure my kids don't suffer...but at my own frustrations...I just so want to help this boy as well!

 

Just wondering really if anyone has any tips..(and yes I know he needs 1-1 but no funds)it's so hard to deal with a child who I have no proper relationship with; by y5 I'd developed a trusting bond with the last ASD child and he was "conditioned" to an extent.This one has no special someone and massive anxieties which come out as physical/verbal aggression and he gets so worked up that he will just carry on/laugh in your face when you try to step in to help.Have tried various strategies but just havnt time with him to "sort" him out!

Edited October 14, 2009 by Portia

[Kathryn]

Welcome to the forum Portia. We usually hear about such situations from a parent's point of view, but less often from the other side of the fence- or school gate! It's obvious you care about the children you are supporting and want to do your best fror them. It must be very frustrating and demoralising.

 

I'm inclined to agree with your husband, although it sounds drastic. There's a limit to how thinly you can spread yourself and still do your job effectively.

 

I don't work in a school but there are people on this forum who do - hopefully someone will be along with some practical advice.

 

You could always get some ASD related literature and leave it lying around the staffroom! Martian in the Classroom (Clare Sainsbury) should be compulsory reading in all schools, in my opinion.

 

K x

[JsMum]

 

 

found this website would this be of any help,

 

http://www.simonmidgley.co.uk/support/ta.htm

 

I searched engined classroom assistant forums and teachers Assistant forum uk.

 

Maybe they can point you in the right direction for further advice.

 

JsMumxxx

 

[Portia]

Thankyou both. The book sounds worth a read from the title alone and I'm sure the forum will prove useful for some sounding off!!

Yes I thnk some subtle placing of literature is called for!

 

well only today he has been given an individual reward system-broken down and visual with the stuff he likes on...so...maybe it was worth being a pain! It's a start but not enough; have also suggested that it may be a good idea to get the morning help in in the 2 afternoons there's no teacher instead,as that's when he's at his worst. But apart from that have made the decision to back off also.3 reasons;my kids, my sanity and..maybe me helping smooth things over isn't going to help him in the longterm..that's a hard one,felt like tough love today having to just give him a warning and stay helping my assigned kids.He ended up out the room in the end but maybe that's what the SENCO and head need to see to get the Ed psych down and re-think T.A placements.I only know what this must sound like to parents picturing their own kids going thru the same thing(I have close friends with autistic kids so know how it is from the "other side" too!).Any thoughts on this?IS it best to let it get worse to gamble that that could be what makes it better?(This boy will be crucified if he gets to the local secondary without a statement...he also has a bad phobia that could be used against him)

Edited October 15, 2009 by Portia

[Kathryn]

Oops - the title of the book is Martian in the Playground - not classroom! Sorry!

 

Yes I think backing off is a good idea and maybe the quickest route to getting the child some help.

 

K x

[Portia]

Thanks, it's good to have others' opinions.x

[JsMum]

 

 

 

My concerns are that though the child will pick up on that your backing off and may become confused to why you havent stepped in like before, he may feel totally alone in his pursiuts and I do think that he needs someone to trust which I get a feeling he probably does get with you, you all of a sudden backing off may make him feel totally abandend, I dont know this is how Im reading it anyway, but agree its the only way to show that by not supporting him he calapses and he will no daught end up continusly with the HT and Senco, its just sad that he has no one to help him, It must be a deverstating postion to litrately see a child fall to bits because there is no support in place and the child has to be SEEN to be failing first for there to be any action, your post is bringing back painful memories when my own child had to be seen failing and in bits before we got him what he needed, I do feel for you.

 

JsMumxxxx

 

[purplehaze]

 

This also hits a nerve with me-my son failed mainstream with a statement and thankfully is doing well in a SEN individualised outreach school. The problem is a lot of the time staff just see behaviour and don't understand it-they need training and the child needs some support and assessments to see what can be done to help etc. Do you know if the school have used the Inclusion Development Programme (IDP). This may help to understand the child a bit more. May be you could order copies of the booklet and send it to the relevant people!!!!! There is also online training that is FREE!!!

 

http://nationalstrategies.standards.dcsf.gov.uk/node/165037

 

It's not always about getting funding but sometimes all that is needed is understanding and people like you!!! The school should be lucky to have you, Good luckXXX

[Portia]

Thanks. All info is helpful and I will look into distributing things to the relevant people. The teacher is great, it's when she's not in there are bigger problems but I've had a chat about how I feel and she's going over to him a bit more. Yes I dont want him to feel alone and he's still coming up for quick chats when he can(!) I'm just redirecting him to the teacher when I have the choice and trying my best to ignore the other stuff. It's difficult as in the last4yrs theres been wellmeaning adults who are all trying different things-the behaviour management TA took away the visual strategies I made for him last year saying they crowded his desk so I've been trying my best to not get too involved with him for lots of reasons. He's got so much worse lately and I suspect it's stuff at home as his parents are on and off with each other, but I dont know how much is us,school,hormones,his typical progression or something bothering him we've not thought of.As you know, its all about asking the right questions at the right time!The main thing is helping him but he's safe with us at primary...I so worry about what will happen to him at secondary if he gets there with no funding.

 

Sorry to all dredging up the memories of your own experinces-I know it must be painful but it could help others by sharing. THANKYOU!

[alexmum2]

Hi Portia,

This hits a nerve with me as my son was diagnosed at having aspergers at around year 1, but due to a lack of communication it was realize he had difficulties long before but no members of staff mentioned this to me. (I was just ostracized in the playground by other parents)

I know there would be may on this site who will disagree with what i am going to say but from my experiences i would have appreciated a TA learning support assistant or who ever was involved with my son ; to have come to me privately and spoken about their concerns, i can hear everyone screaming that this is unprofessional every thing should go by the book; but I would have made the head listen to me when it came to extra support I would ofcourse had said where the info came from; so perhaps having a private word with the parent of the child that needs extra support either by letter or other, but unless we parents know we cant help i beleive me if i thought that my son would improve by better intervention I would do everything in my powere to get it.

Keep up the good work and good luck

[alexmum2]

Sorry Portia I meant to say I wouldn't have said where the info came from, just that i had concerns.

[Portia]

sorry,been a while...I've been sooo ill!!! thanks for saying that.It's good to hear things from all angles;unfortunately I couldn't be that unprofessional as I love my job too much!but I have bugged teachers,senco and head to the point there is now some parental awareness,and will carry on until more is done. I sympathise as my friend went through the being ignored must be a bad mum stage too.The diagnosis came as such a relief in the end as she was so fed up of feeling judged!

 

As time is ticking by, he is being noticed more and more so will see what happens. Any tips on managing sexualised behaviour greatly appreciated in the meantime!(inappropriate gestures with body/rulers etc and the usual hysterics repeatedly saying words rather loud...)

[av16]

Hi Portia, I am a senco and mother of boy with AS (but I'm definately not an expert !) one thing that you might be able to try is taking the three of them out of class to do some group work on social skills. Maybe playing simple games and you modelling good behaviour - turntaking etc. This would help you build a relationship with him as well as hopefully teaching them all something.

For the sexualised behaviour you could try giving him a social story to read (if he can), with other adults doing the same. Another way you could help the class teacher would be by making a few notes - a log if you like, of the things he's doing in class. This extra bit of evidence may help push them into doing something a bit sooner.

 

Well done for your dedication, I know many parents on this forum would love to have someone like you working with their child

 

AV