SA+

[LS2242]

Hi all

 

Just to give an update and hopefully someone can clarify a few things for me.

 

Had our first meeting about 3 weeks ago with the EP. All went well and she asked the school to put in place certain things, which I believe they have and that they should review in Oct half term. However I am confused I asked the headteacher today if our son is on the SA+ as it has been suggested on here that he should be now that EP is involved. Response was no as his needs are deemed not educational!!!!! I was told that they are willing to put him on SA+ and they will do an IEP but the next sentence was Are you sure this is what you want?? What is this supposed to mean? I do not feel ashamed for son to be on SA+ so did not quite understand why HT would even ask us this! Am I missing something? It is not a case of what I want, it is a case of what is best for our son. His social and emotional skills are the main areas of difficulty he faces. HT does not quite seem to get that the SEN CoP clearly says about social, emotional and behavioural.

 

After a stressful few weeks with son, the CP has now decided to do some work with us over the holidays to try and reduce the physical symtoms of stress that he is having daily. This is good! I did mention to CP that it is unfair on our son to manage at school and then come home full of stress and anxiety about what has happened or not happened at school and then start worrying about the next day. We discussed the ASD units and going to school part time. These where just ideas bouncing around rather than this is what needs to be done.

 

I contacted the HT re his dx and the new rules that have come into force in our area re diagnosing. I also added about how the units and part time schooling was mentioned as an option we may need to explore. response to this was maybe a specialist team/school would be best! I just feel that HT is trying to get rid as it his needs are complex. Considering that he apparently shows no signs of things in school I cant quite grasp this theory, but it is not the first time it has been mentioned. He is well behaved in school, so his behaviour is not a cause for concern at school.

 

Have I done the right thing requesting SA+. I realise our son is mild compared to some personal stories that I have heard however he deserves to be happy, like the rest of us.

 

Can anyone bounce around some ideas how I should handle situation at school.

Also how do you deal with child who has constant tummy ache, feeling sick, sore throat etc.. I am sure he really does FEEL this tummy ache etc. but that it is all down to anxiety. What do you think?

[Sally44]

Alot of your questions are answered in the SEN Code of Practice. You need to get a copy of it. You can download it from this website. It contains WHAT would trigger SA+ and that includes academic, social, emotional, behavioural (and I think sensory) issues. It is INCORRECT AND MISLEADING to say SA+ is only for academic stuff. It isn't. So he should have an IEP with targets on that are relevent to those difficulties under language/communication/social issues, or anxiety/stress under emotional issues etc. And the SALT or EP should be involved in giving school advice and putting together a support or therapy programme.

 

Mainstream schools CANNOT refuse a SEN child. So they cannot say 'no we do not think this is the right place for your son'. But if you ask them their opinion about what type of school environment they think is suitable, they are more likely to say what they think.

 

Remember that mainstream schools are usually starting from ground zero regarding experience or expertise in ASDs. And it is a complex diagnosis and takes years for a school to get up to speed. If you think your son will cope mainstream whilst school is learning (if they are even interested to learn), then mainstream maybe okay. If he is doing okay academically then input for social communication and anxiety issues such as alot of visual structure with visual timetable for home/school etc maybe enough for him. He may need a social skills group or something like circle of friends to help him join in at playtime etc.

 

By all means have a look at autism units, and schools that have them.

 

Finding the perfect placement for any child is almost impossible. The autism unit may have more severely autistic children than your child. But they may have the structure and experienced teachers that he needs. He may cope academically mainstream, but the anxiety and stress of coping in that environment maybe too much for him and he becomes ill.

 

Autism units tend to feed children across to mainstream when they can. That sounds like a good idea, and may work for some kids. But if your child gets very anxious about 'change' then differences between the two environments, changing teachers, expectations, other pupils etc maybe too much for him to cope and the 'sharing' becomes a major problem.

 

There are no repurcussions I know of having a child move onto SA+. And IF there is a possibility in the future that you may need a Statement or a place in an autism unit or even special school, (and you need a Statement to get an SEN place in a units or special school) then you need to be on SA+ for at least 6 months before applying for a Statement - unless there is an emergency in which case it can be requested sooner.

 

But get the SEN Code of Practice and read the section about School Action Plus.

[justine1]

Alot of your questions are answered in the SEN Code of Practice. You need to get a copy of it. You can download it from this website. It contains WHAT would trigger SA+ and that includes academic, social, emotional, behavioural (and I think sensory) issues. It is INCORRECT AND MISLEADING to say SA+ is only for academic stuff. It isn't. So he should have an IEP with targets on that are relevent to those difficulties under language/communication/social issues, or anxiety/stress under emotional issues etc. And the SALT or EP should be involved in giving school advice and putting together a support or therapy programme.

 

Mainstream schools CANNOT refuse a SEN child. So they cannot say 'no we do not think this is the right place for your son'. But if you ask them their opinion about what type of school environment they think is suitable, they are more likely to say what they think.

 

Remember that mainstream schools are usually starting from ground zero regarding experience or expertise in ASDs. And it is a complex diagnosis and takes years for a school to get up to speed. If you think your son will cope mainstream whilst school is learning (if they are even interested to learn), then mainstream maybe okay. If he is doing okay academically then input for social communication and anxiety issues such as alot of visual structure with visual timetable for home/school etc maybe enough for him. He may need a social skills group or something like circle of friends to help him join in at playtime etc.

 

By all means have a look at autism units, and schools that have them.

 

Finding the perfect placement for any child is almost impossible. The autism unit may have more severely autistic children than your child. But they may have the structure and experienced teachers that he needs. He may cope academically mainstream, but the anxiety and stress of coping in that environment maybe too much for him and he becomes ill.

 

Autism units tend to feed children across to mainstream when they can. That sounds like a good idea, and may work for some kids. But if your child gets very anxious about 'change' then differences between the two environments, changing teachers, expectations, other pupils etc maybe too much for him to cope and the 'sharing' becomes a major problem.

 

There are no repurcussions I know of having a child move onto SA+. And IF there is a possibility in the future that you may need a Statement or a place in an autism unit or even special school, (and you need a Statement to get an SEN place in a units or special school) then you need to be on SA+ for at least 6 months before applying for a Statement - unless there is an emergency in which case it can be requested sooner.

 

But get the SEN Code of Practice and read the section about School Action Plus.

Hi

I agree with what Sally has said.To add also the HT seems to be contradicting herself,in that,if she feels that your son has complex needs she would not be asking your opinion on if he goes on to SA+,I was not asked when my son was put on SA or SA+ I was told he has to in order to get help,so this puzzles me Especially as she said he may need a specialist school Again if she saying his needs are not educational why did she have to get an ed psych in the first place???

 

TBH as Sally said you need a statement to go to the Units and a special school.Special school is very costly for the LEA and I really doubt your son will go because they look at two things has he got a learning difficulty?Has he got behaviour and emotional problems? If no to both then as I say its very unlikely.My son has had behaviour problems but no emotional and no learning difficulties so all problems are down to his ASD and that is why they believe the unit is best for his needs.

 

It is definatley worth getting him on SA+ especially as(I think) you mention he will be going to secondary in a year or so.It is going to be even more stressful for him,even if he doesnt have ASD and he has anxiety problems/disorder.I would also make note of everything,I am sure I mentioned it before but keeping a diary is very important as no two days are ever the same and you may need to give examples of his anxiety.Like when does he complain more of stomach ache and feel ill etc.

 

I am NT but I had some health problems as a young child as I got older I got better but didnt want to go to school(I had no friends and struggled academically) and missed the attention I got when ill so I often faked illness to the point where I could look visably ill,then after a few hours I would appear alright again. My mum would force me to go and conviscate things if I didnt,I hated her for it at the time but I am grateful now as I managed to finish school,even though if I hadnt missed so much of school I could have done so much better.I know it may not be the same in your sons case but I think you shouls try and push him as much as possible,even if he has a condition/disorder you dont want him falling behind in his education.

[LS2242]

 

To add also the HT seems to be contradicting herself,in that,if she feels that your son has complex needs she would not be asking your opinion on if he goes on to SA+,I was not asked when my son was put on SA or SA+ I was told he has to in order to get help,so this puzzles me Especially as she said he may need a specialist school Again if she saying his needs are not educational why did she have to get an ed psych in the first place???

 

Gosh you dont know how good it is to hear that. These are our thoughts exactly. I know where the HT got the complex needs from and that was a letter CP wrote to her. But his needs are not deemed as educational - exactly why bring in the EP. TBH I think the HT only did it to try and prove me wrong and shut me up complaining. Back fired though as EP was on our side and told HT to put this and that in place and see if it works. The HT although has not said it in words has come across as not a clue in the area of SEN and also I believe due to some off the cuff comments made, think our son is too much hassle and paperwork for the school - as was said I have children to educate!!!

TBH as Sally said you need a statement to go to the Units and a special school.Special school is very costly for the LEA and I really doubt your son will go because they look at two things has he got a learning difficulty?Has he got behaviour and emotional problems? If no to both then as I say its very unlikely.My son has had behaviour problems but no emotional and no learning difficulties so all problems are down to his ASD and that is why they believe the unit is best for his needs.

 

After an assessment last week with the school SENCO the report highlighted one area in particular - Maths he finds easy although he appears not to realise that maths problems can be broken into stages and that there always has to be an answer. He was ok though if guided him through the stages slowly step by step. If the answer to a question does not spring into his mind immediatley then he stops thinking. In context I read this as although he is academically above average, with a little more help he has got more to give. I maybe wrong but Sally (I think) said to me previously a very wise comment Dont assume anything until it has been proven in different situations. It IMO is down to the school now to convince me that he has no more to give academically and he is reaching his full potential. Behaviour wise he is ok within school and just lets off at home (which I have to say has calmed down over the past few weeks) Emotionally I think all the stress is starting to take it's toll.

 

It is definatley worth getting him on SA+ especially as(I think) you mention he will be going to secondary in a year or so.It is going to be even more stressful for him,even if he doesnt have ASD and he has anxiety problems/disorder.I would also make note of everything,I am sure I mentioned it before but keeping a diary is very important as no two days are ever the same and you may need to give examples of his anxiety.Like when does he complain more of stomach ache and feel ill etc.

I have being doing a diary and I have learnt a fwe things from doing so, which has proved worth while. HT emailed me saying new EP in Sep so will have another meeting first then do the IEP and put him on SA+.

 

I am NT but I had some health problems as a young child as I got older I got better but didnt want to go to school(I had no friends and struggled academically) and missed the attention I got when ill so I often faked illness to the point where I could look visably ill,then after a few hours I would appear alright again. My mum would force me to go and conviscate things if I didnt,I hated her for it at the time but I am grateful now as I managed to finish school,even though if I hadnt missed so much of school I could have done so much better.I know it may not be the same in your sons case but I think you shouls try and push him as much as possible,even if he has a condition/disorder you dont want him falling behind in his education.

Completely agree with you here. I make him go every day unless he is bad with his asthma. I am confident he is not doing it for attention.I went to a conference last week with a guest speaker who has AS. The speaker made a great comment it's ok getting good grades but what are you going to do with them if you have very little social skills. I thought this was a fair comment to make and it did make me think. We all want to achieve one thing on here and that is give our children a good start in life.

 

Thank you for your comment s and guidance.

[justine1]

Hi

I think its clear he has anxiety issues(maybe AS as well,but even so his anxiety seems to be the main problem at the moment) therefore he can get meds and therapy(likely to be through CAMHS) to help with this.

 

As I say I do think he may need a statement,prehaps not for the academic side but more for social side,but appears he will cope in mainstream.Again if the anxiety is proved to be the main issue a statement may not be interested.Him losing his "train of thought" when doing problem solving could be anxiety,him not having friends could also be anxiety. So it maybe worth going to the GP and referring only to anxiety and seeking help for that,rather than if he has an ASD.If he goes to CAMHS for anxiety they may well pick up on the ASD and refer him on.

 

Good luck <'>

[Sally44]

As well as in maths, you may find in other areas (ie. language and social communicaton) etc that he does not get the obvious connections that others do get. He may well need teaching explicitly which means things have to be taught in small chunks stage by stage all the way through the process. There can be lots of reasons 'why' such as problems with imagination of inference or comprehension etc.

Regarding numeracy. If he continues to struggle he may need the instructions/process writing down for him. He may have problems with sequencing or auditory memory etc.

Also knowing how to attempt a numeracy problem means you need 'problem solving skills', which he also may not have. My son needed to learn what the mathematical symbols meant because the words 'add' 'minus' etc did not mean anything to him. He had to learn what they meant by using actual objects and also using movement such as jumping forward on a number line for add and jumping backwards for minus.

 

I think the teacher asking you whether you wanted your child on SA+ may either have been her just making sure you were okay with that, or she might have been attempting to put you off. Afterall it will involve more work for the school and will involve them using up more of their funding. However, although you may feel frustrated at her approach, you must also bear in mind that mainstream schools are forced into accepting SEN children due to parental wishes (and government legislation, which may change), even if the child might actually do better in a special school environment.

 

The HT will have had experience of other SEN children and may have managed so far to streamline them elsewhere. It does take years of training for any school staff to become experienced in teaching children on the spectrum. And you have to ask yourself whether you are prepared to wait whilst that happens. If you are near to transfer then you might not think a move is worthwhile. But when looking at secondary school have a look at those that do have an autism unit attached to them or any which the LEA says have extra experience of training or funding for ASDs.

 

Special schools (LEA or independent ones) cover a variety of SENs. They can be physical/academic/speech and communication/specific learning difficulties/emotional and behavioural difficulties etc. But most LEAs tend not to have special schools for children that are around average cognitive ability, but who are struggling mainstream due to difficulties associated with an ASD or a SPLD.

 

You may find your child makes initial progress, but them appears not to make progress for a long time. That maybe because he simply does not have the basic skills to build upon to move to the next stage. For example my son struggles in numeracy because he cannot to mental calculations, so he has not learnt his timestables yet (just the x2 and x10) and has to use real objects in real time. That limits him. He does have dyscalculia. But if your child is not showing progress then that needs to be identified via the IEP and the school needs to consider different approaches, professional advice, remediation etc.

[LS2242]

Hi

I think its clear he has anxiety issues(maybe AS as well,but even so his anxiety seems to be the main problem at the moment) therefore he can get meds and therapy(likely to be through CAMHS) to help with this.

 

As I say I do think he may need a statement,prehaps not for the academic side but more for social side,but appears he will cope in mainstream.Again if the anxiety is proved to be the main issue a statement may not be interested.Him losing his "train of thought" when doing problem solving could be anxiety,him not having friends could also be anxiety. So it maybe worth going to the GP and referring only to anxiety and seeking help for that,rather than if he has an ASD.If he goes to CAMHS for anxiety they may well pick up on the ASD and refer him on.

 

Good luck <'>

 

Thanks Justine. We have been going to CAHMS for 2 years now. We originally got refered there when he was 7 as we thought he had OCD. (We have thought since he was about 18months old that something was different about him. A HV told us when he was about 3 that he was autistic but I wouldn't listen and politely told her to go away. How I wish I had listened now.) They have told us, after some assessments and observations at CAMHS that he has AS. Something TBH we had never heards of before, hence why I am always asking lots of questions. I dont understand AS fully yet as it has taken time trying to get to grips with it. My husband and I still have some learning to do, but the positive thing, we have learnt more about our son in the past 2 years than ever before. Now we are trying to find our feet in what works to support him.

CAHMS are doing some work with son over the school hols to try and reduce the anxiety and stress, (think this is because his physical symtoms of tummy ache, nausea etc are more apparent) He has never as yet been offered any meds though! CAHMS say his aniexty primarily comes from the stresses of school. as during the holidays the anxiety side of things drastically subsides. Then we start again in September. Recently he has gone back a step also in the change of routine at school. He didnt like change in yr 3 but in yr4 was doing really well until about 4 weeks ago.. Not sure what or why that changed.

 

When he walks in the house after school, all the tummy ache etc.. starts. I have taken this as part of his release??? After a while the complaints subside and he carries on his day, then bedtime he starts again when it is calm and quiet. This goes on until approx 10.30 - 11pm Sunday - Thursday. I allow him the time to express himself as I believe if he has someone to confide in and can vent some of his anxiety then that is better than botterling it up.

 

Can I ask, for a statement for the social side of things what would I have to do. All I know is about the SA+ for approx 6 months and after this it takes another 26 weeks for a statement - if you get it! Is there anything I can be doing now to prepare for it (should we need it later on). Although we are doing a diary, what sort of things should I be noting as I am not sure if the content I am noting down would be relevant if I had to explain when this and that happens. The diary I have done is more on the anger side of things, so that I could start to work out what may trigger an outburst.

[LS2242]

As well as in maths, you may find in other areas (ie. language and social communicaton) etc that he does not get the obvious connections that others do get. He may well need teaching explicitly which means things have to be taught in small chunks stage by stage all the way through the process. There can be lots of reasons 'why' such as problems with imagination of inference or comprehension etc.

From the SEN support session Maths problem solving was the only thing that jumped out at me. Socially I know there are issues and he certainly does not understand the unspoken rules. He has finally learnt not to stand to close behind someone in a queue, but that took months and months of us saying it when shopping. I dont think the session looked deeply enough into things and alot of the report is what son has supposidly said rather than what was looked into. As an example under social stuff it says

He played with alot of people at playtime - ok so for me I am saying where is the word friends in this.

Was wasked if he had a lot of friends or a few - he said few. - Ok so where in this list is the word none. Because if it is not on the list he cant say it

 

Regarding numeracy. If he continues to struggle he may need the instructions/process writing down for him. He may have problems with sequencing or auditory memory etc.

Also knowing how to attempt a numeracy problem means you need 'problem solving skills', which he also may not have.

This is mentioned in the report - Think he may not have had enough problem solving experience yet - Not sure about this he is Yr4

 

I think the teacher asking you whether you wanted your child on SA+ may either have been her just making sure you were okay with that, or she might have been attempting to put you off. Afterall it will involve more work for the school and will involve them using up more of their funding. However, although you may feel frustrated at her approach, you must also bear in mind that mainstream schools are forced into accepting SEN children due to parental wishes (and government legislation, which may change), even if the child might actually do better in a special school environment.

I had to ask for him to be put on SA+ and this is the bit I find frustrating. HT should have done this without prompting from me.

 

The HT will have had experience of other SEN children and may have managed so far to streamline them elsewhere. It does take years of training for any school staff to become experienced in teaching children on the spectrum. And you have to ask yourself whether you are prepared to wait whilst that happens. If you are near to transfer then you might not think a move is worthwhile. But when looking at secondary school have a look at those that do have an autism unit attached to them or any which the LEA says have extra experience of training or funding for ASDs.

this is something we discussed with CP last week. I have expressed that we are willing to see how things go for another term and see what help they offer. He will need a statement though wont he for a school with a unit attached???? I think he can get by socially in mainstream whilst in Primary school, secondary school however (2 Yrs away) we dont think he would manage, as social skills are needed much more. This is why we think it is so important to help sooner rather than later as 2 years is not a long time. Anxiety / stress at school now is a problem so this if no help given will only excalte in secondary. I will look into schools with extra experience. Who would I ask for this info PP???

 

Our argument re his education is that we believe he is not developing at the rate of other s socially, he has no friends, he is constantly called offensive names (which now I can add he will no longer give his dad a kiss good night, due to one of the names he has been called many times) We are not 100% certain he is reaching his full potential in all subject areas. I realise he is said to be above average but that does not mean he has no more to give. I had a PSA do an assessment and she concluded that he joned in and was doing well. The one thing that showed to her was a question was asked about do they have to wear school uniform. Everyone answered yes however my son said no. Asked to explain his answer he said we have non-uniform days. He has taken the question literally. She did the observation for half an hour and that one thing showed so what about the rest of the day?? I dont want to make something an issue if there isnt one but I dont know how to find all this info out. One thing I need to bear in mind is the two characters he presents - one at school and the other at home/grandparents etc.

I am full of mixed emmotions re his education and his present school and is the ASD showing in school but they are not picking it up?? CP did assessment in school last year and nothing was noted.. Just cant grasp what is and isnt going on..

[Sally44]

Some LEAs have mainstream schools with an autism unit attached. You don't need a Statement for your child to go to the mainstream section and once in that type of school they may start the assessment process themselves, or ask you, but they should be in a better position (having experience and expertise).

Initially my son was said not to need a Statement. Then when he continued to struggle and we wanted a place at the mainstream school that has 'enhanced resource' status (around 5 children per class on the spectrum - that does not include the children who are in the autism unit as well) we were told all the enhanced resource places were full. So I applied for a mainstream place, which he got because there were places and it was my parental choice to move to another mainstream school. However I had to provide transport whilst we went through the tribunal process for his Statement and as the tribunal date neared the LEA started giving us what we were appealing for ie. an enhanced resource place was 'found', his transport was provided, etc. We still went to tribunal for SALT input and got what we asked for because we had the reports that provided the evidence that that was what was needed.

 

All the social communication side of things is the responsibility of the SALT. So get them involved. I wrote a letter to the head of department after my son had had another 'review' by the SALT and I noticed that on the standardised form there was a heading which said "social interaction and behaviour". For the last 3 reviews the SALT had written "on this occasion we did not have the opportunity to assess this area". So I asked the SALT what it covered and it relates to things like social interaction, social communication, play skills, facial expression and gestures, emotional recognition, anxiety and stress" etc - which were all things my son struggled with. So I wrote to the Head of the SALT department asking them why they had not had an opportunity to assess this area in 3 years and asked for a SALT experienced in ASD and Speech Disorders to assess my son (as he had both diagnoses at that stage).

 

He was assessed and the report said he needed a social skills club, a TA to support him in the playground, an ongoing monitoring and assessment system such as SCERTS (social communication, emotional regulation and transitions) etc. And all that was itemised in his Statement. HOWEVER all that has not happened, which meant we were seeking judicial review initially. Then the LEA said they needed to re-assess him from the beginning and I am awaiting the new Statement. Which SHOULD be almost identical to the previous one apart from some additional needs which have been identified and for which provision needs to be itemised in section 3. Depending on the contents of this new Statement (when it arrives) we maybe going back to tribunal and seeking an independent school.

 

So, you do need to be slow and methodical to get all the needs identified (which is what the SEN Code of Practice says should happen), then if those needs cannot be met under SA+ you ask for a statutory assessment. The SEN Code of Practice itemises speech/language/social communciation issues as a need that would trigger assessment towards a Statement. You just need to start getting the evidence of that via SALT and by keeping a diary.

 

Two years is not a long time at all in the SEN process. It takes years for things to be identified and supports put in place.

 

Regarding stress and anxiety CAHMS should have advice about that and that should be included in the Statement. If they don't provide anything you can ask for the EP to give advice or go back to the developmental paediatrician that initially diagnosed your child. Again keep a diary and go to your GP for anything that is concerning you regarding the anxiety or any behaviours it is producing eg. lack of sleep, vomitting, bed wetting, self harm etc etc. For example my son went through a period of vomitting just before he left for school or when he just arrived. School kept sending him home for 48 hours on each occasion saying he was ill. At that time he was practically doing a 3 day week and there was nothing wrong with him. So the GP referred him to the childrens hospital, who ruled out any medical reason for the sickness and wrote a letter saying it was likely to be due to stress and anxiety and that school should examine how they could reduce this and should not send him home if he was sick just the once. That seemed to work. They put his visual timetable back in place, and increased other visual supports and he hasn't been sick since.

[LS2242]

Some LEAs have mainstream schools with an autism unit attached. You don't need a Statement for your child to go to the mainstream section and once in that type of school they may start the assessment process themselves, or ask you, but they should be in a better position (having experience and expertise).

Never thought of this. Where would I get list of schools from - PP? More experience will definatley look into this.

 

 

Initially my son was said not to need a Statement. Then when he continued to struggle and we wanted a place at the mainstream school that has 'enhanced resource' status (around 5 children per class on the spectrum - that does not include the children who are in the autism unit as well) we were told all the enhanced resource places were full. So I applied for a mainstream place, which he got because there were places and it was my parental choice to move to another mainstream school. However I had to provide transport whilst we went through the tribunal process for his Statement and as the tribunal date neared the LEA started giving us what we were appealing for ie. an enhanced resource place was 'found', his transport was provided, etc. We still went to tribunal for SALT input and got what we asked for because we had the reports that provided the evidence that that was what was needed.

 

All the social communication side of things is the responsibility of the SALT. So get them involved.

When we met with EP, we asked for a SALT assessment and she said they have closed the waiting list. She told HT to refer to speech therpay? What is the difference between speech therapy and SALT?

 

So, you do need to be slow and methodical to get all the needs identified (which is what the SEN Code of Practice says should happen), then if those needs cannot be met under SA+ you ask for a statutory assessment. The SEN Code of Practice itemises speech/language/social communciation issues as a need that would trigger assessment towards a Statement. You just need to start getting the evidence of that via SALT and by keeping a diary.

We are getting dx from CP as they have now changed the rules and he can dx on his own now apparantly without the need of EP, Paediatrician, and social panel. I persume when I get the official letter included will be a report? So is I cant get a report from SALT with them closing the waiting list. from what I have been told the EP said son blends in well but other than that I have nothing. So as for the diary, which I am doing but feel I may not be including the things I may need. The diary I am doing more from the angle of his anger outbursts - to try and help identify triggers. What sort of things would you recommend also that I include?

 

 

Two years is not a long time at all in the SEN process. It takes years for things to be identified and supports put in place.

Oh! Wow! I am just at the beginning then! Ok so I have two years left before he goes to senior school, I doubt I will have everything identified by then. We where hoping by then everything would be identified, which would help us in choosing a senior school place and also if we needed to go via the statement route we would have all this in place. Sort of puts a different spin on our thoughts completely. Our senior school is relativley small but as parents we dont think he will cope. It is big step and social skills needed so much more. Will have to think about this nearer the time, and see where we are at.

 

 

Regarding stress and anxiety CAHMS should have advice about that and that should be included in the Statement.

Anxiety - can this be put down on his IEP, when he goes on SA+? The school know he is daily refusing school and I know would back me up on this. We do get him there always, but this if not addressed again when senior school starts and he is more grown up has the potential to escalate. CAMHs doing work over the holidays with him to try and reduce the anxiety before it escalates anymore. We did speak about school part time - but would rather our son had a full time education.

 

thank you for this very informative post. I wish I had come across this forum years ago!

[justine1]

Hi

Again.Sally is right it is a long process,longer for those children who are passive,in my case it was a year from SA to applying for a statutory assessment,and by the time his statement comes it will be 18mths.

 

It is important to put pressure on them,especially from the year before he is due to go to secondary.I would definatley keep him where he is TBH,if you change schools now you will have to start from scratch.If he has two years at his school I think it is enough time to at least get everything in place,maybe not a statement but up to the point of statutory assessment.You are definatley at the very beginning.Your sons school will need to provide as much support from their own budget before a stat assessment is even considered.IMO wait at least until Easter before taking proper action against the school,hopefully once he has a diagnoses(like maybe by December) the school can get autism outreach in to give advice and then give that time to work.Keep in contact with the ed psych as well,keep asking about SALT even if the waiting list is closed,ask when he can go on it.You need to email these people at least once a week.

 

With RE the diary,I would write other things not just the outbursts.Write down anything that may not be "usual" for a child of the same age.If he hasnt got siblings or friends you can observe kids when out or when you are at school etc.If he stimms for example his stimming may get worse when he is anxious,if he head bangs or self harms in any way write it down,if he refuses food for whatever reason write it down.Always think if it were another child that age would they do X,if not then you know it should be recorded.If you have a video camera or on your mobile record him at his worst and show this to the person giving his dx.

[LS2242]

Hi

Again.Sally is right it is a long process,longer for those children who are passive,in my case it was a year from SA to applying for a statutory assessment,and by the time his statement comes it will be 18mths.

 

It is important to put pressure on them,especially from the year before he is due to go to secondary.I would definatley keep him where he is TBH,if you change schools now you will have to start from scratch.If he has two years at his school I think it is enough time to at least get everything in place,maybe not a statement but up to the point of statutory assessment.You are definatley at the very beginning.Your sons school will need to provide as much support from their own budget before a stat assessment is even considered.IMO wait at least until Easter before taking proper action against the school,hopefully once he has a diagnoses(like maybe by December) the school can get autism outreach in to give advice and then give that time to work.Keep in contact with the ed psych as well,keep asking about SALT even if the waiting list is closed,ask when he can go on it.You need to email these people at least once a week.

 

With RE the diary,I would write other things not just the outbursts.Write down anything that may not be "usual" for a child of the same age.If he hasnt got siblings or friends you can observe kids when out or when you are at school etc.If he stimms for example his stimming may get worse when he is anxious,if he head bangs or self harms in any way write it down,if he refuses food for whatever reason write it down.Always think if it were another child that age would they do X,if not then you know it should be recorded.If you have a video camera or on your mobile record him at his worst and show this to the person giving his dx.

Thanks Justine1. I will just keep the pressure on from as many angles as I can. Getting anew EP in September and HT arranging another meeting so we can introduce ourselves and tell them state of play. Going to try and get CP to attend so EP has a prof point of view also rather than just been classed as over anxious parents. What is the difference between SALT and speech therapy?

[Karen A]

Thanks Justine1. I will just keep the pressure on from as many angles as I can. Getting anew EP in September and HT arranging another meeting so we can introduce ourselves and tell them state of play. Going to try and get CP to attend so EP has a prof point of view also rather than just been classed as over anxious parents. What is the difference between SALT and speech therapy?

 

 

SALT = Speech and Language Therapy =speech therapy.

Karen.

[LS2242]

SALT = Speech and Language Therapy =speech therapy.

Karen.

Wierd - I asked EP re SALT referal and was told the waiting list closed. She then told HT she must do a referal to speech therapy for an assessment. Hence my confusion. Persumed they must be two different things! Note to self do more homework before go to meetings

Thanks Karen A.