caroles Report post Posted June 21, 2005 I wonder how many people have problems,school not doing what is stated in the statement. Quote Share this post Link to post Share on other sites
bid Report post Posted June 21, 2005 Just replied 'Yes'...but he's at a residential special school for AS with a specialised 24 hour curriculum. Bid Quote Share this post Link to post Share on other sites
Kazzen161 Report post Posted June 21, 2005 Same as bid: yes, but he is at a residential specialist school. Karen Quote Share this post Link to post Share on other sites
CarerQuie Report post Posted June 22, 2005 I said yes because my son is at a special school where almost 50% of the children have an ASD.People fight tooth and nail to get their children into the School.xx Quote Share this post Link to post Share on other sites
bevalee Report post Posted June 22, 2005 I voted yes, but the same as Bid and Karen. He is in a specialised AS school with a 24 hour curriculum. Quote Share this post Link to post Share on other sites
invent 10 things b4 breakfast Report post Posted June 22, 2005 I said no because my son is in mainstream school and is statemented for 20 hours, 5 of which are stated to be used at lunchtime for his social skills. These are not used at lunchtime as the SENCO thinks they are best used in the classroom, regardless of what we think. We know that technically she's breaking the law, but we are giving her the benefiit of the doubt for a short while. Meanwhile he has been attacked twice by the same child during lunch play because there is no supervision so without being a fly on the wall - who knows Quote Share this post Link to post Share on other sites
LKS Report post Posted June 22, 2005 Without wishing to repeat myself my head actually wrote to me when I complained that I thought ***** wasn't getting the full support mentioned in statement and said, "you will appreciate that the 15 hours of L.S.A. support per week mentioned in *****'s statement does not mean that it is a requirement that he receives 15 hours each and every week. Quote Share this post Link to post Share on other sites
sharron Report post Posted June 22, 2005 l posted yes as k is in a special school where over half have asd. sharron Quote Share this post Link to post Share on other sites
bid Report post Posted June 22, 2005 Interesting pattern emerging on this poll! Bid Quote Share this post Link to post Share on other sites
caroles Report post Posted June 22, 2005 It seems special schools are better at delivering the statement ,or not? It's interesting as I think I hear that they are trying to integrate as many children as possible in mainstrain school,and close special shools,but if mainstrain shools can not deliver properly,and do what is recomend by the LEA specialist teachers ,O.T and profesionals What is going to happen with our children?. Quote Share this post Link to post Share on other sites
Hectorshouse Report post Posted June 23, 2005 I said no as well and T is in mainstream secondary school, primary was better though ... I think that the problem is as out HT put it, mainstream schools are education factories, and their aim is push out as many kids with appropriate GCSE's as poss, they run into trouble with ASD children as they are often trying to push these children into the wrong shaped holes, this is why special schools seem to fulfill statement criteria so much better, as they are expecting to differentiate their education programme for every child that comes their way and do not work from the factory analogy that mainstreams do. HHxx Quote Share this post Link to post Share on other sites
Zemanski Report post Posted June 23, 2005 mainstream again No again Primary did their best but high school took out several hours without telling us in sept and then the senco stated that it was not required that they put them back in they did when we quoted the law and sent letters to lots of relevant people though however they stick to the letter of the law and certainly not the spirit - like it says to teach him at his level so they give him a GCSE book and sit him at the back of the class and don't even check what he's doing. We've now pointed out to relevant people once more that he hasn't actually been taught Maths for a year at all and lo and behold he's getting put in AS level classes next year small group work as appropriate - one small group for half an hour a week of his own time on top of the full mainstream curriculum! ho hum Zemanski Quote Share this post Link to post Share on other sites
Zemanski Report post Posted July 5, 2005 today we had yet another meeting about provision next year Com will have: no more than 3 LSAs (2 main ones and a spare - currently it appears to be around 7) proper maths lessons at his level - AS time off timetable for small group social interaction, independent study, assessments that he can't finish in class, life skills ... rewards suited to him - walks, computer time, time to play magic the gathering ... a laptop (senco told me last year there was no chance because of costs, deputy head suggested it today!) IEPs drawn up with a specialist in autism/AS AS specific teaching - cognitive behaviour therapy and anxiety management - from a specialist teacher monthly review meetings with the head AS/autism specialist to attend annual reviews training for anyone that goes near him and for anyone else the DH can drag along home school book to be a dialogue between home and LSAs individualised PE/OT instead of having to do team sports - may include swimming at local very posh gym!!! and a fair bit more Same school, same statement did I mention that they are opening a unit for autism next year and we started to question whether they could meet the needs of more severely effected children if they hadn't got a clue what Com needed I think we may have put the fear of God into them this term - that and the head had no idea what was going on until we wrote her a very strong complaint a couple of months ago, and she had promised us at tribunal that she would personally see his needs were met. life is definitely looking up but it's early days yet - lets just see if they can keep it together and come up with the goods Zemanski Quote Share this post Link to post Share on other sites
Helen Report post Posted July 5, 2005 Zemanski, The support/provision sounds wonderful - well done! Quote Share this post Link to post Share on other sites
Zemanski Report post Posted July 5, 2005 we have been lied to before though Z Quote Share this post Link to post Share on other sites
sparkletastic Report post Posted July 6, 2005 Hello, I'm new here and have usual issues about lunchtime supervision. My son has 20 points, is 7 in Yr 3 at school which rates itself v good understanding for mainstream of ASD issues. SENCo is v knowledgeable and ok and they are giving him full-time support from school budget but this does not include supervision at break or lunchtime. As it is getting to end of term and he is also spreading out onto big field and there are only same 2 luncthime supervisors as there are in winter when kids just fill playground, he is getting more 'physical' when playing football - apparently - and so noone is playing with him and refuses when he asks. He has been pushed over by Yr 6 today and hauled up against fence last week. I - and he - don't know whether latter was accident but doubt it. Don't really know what happens... He needs support and is a lashing-out-sort of child when stressed, it has always been clear. I have annual review on Friday and want to insist on lunchtime supervision - any tips on how to provide evidence of need? Neither he nor I would mind a helper keeping an eye on him, it always worked well at infant school. Also, senco not keen on writing up anything on paper for IEP as he does not have learning difficulties and is v bright - however, his social skills need loads of work. I want to see strategies and tactics with real targets as we did at our old infant school where we saw real progress. We are thinking of suggesting targets such as 'says hello to helper on meeting without prompting' and 'uses appropriate physical contact during football at breaktimes, ie only touching ball' and we want to see them showing genuine commitment to helping him develop some friendly relationships with others in his class after not much progress in a year at a new school where he didn't know anyone - my son is very articulate and bright with age-appropriate interests and I think he can be delightful one-to-one... Would be nice to get a bit of reassurance or any advice - thank you!! Quote Share this post Link to post Share on other sites
Zemanski Report post Posted July 12, 2005 Does your son have a statement? Are there any social objectives specified in the statement? (part 3A) or any provision aimed at social development in part 3B? - if there is anything in here then the school should be acting on it. At your son's next review you can raise all the issues and ask for social support at lunch and break (you may only get supervision from an extra dinner lady though but at least that might stop the rough play and bullying so he has a chance to build relationships) One child I taught with ADHD had such a hard time in the playground that we, with the parents, decided to take some of his class support hours out and his LSA worked both lunch and break with him and had her breaks in class time (we were obviously very careful about where these breaks were taken from - the senco originally suggested PE; very bad mistake!) When did you last speak to the ed. psych? If you haven't got anywhere with the senco it may be worth talking to him/her about what he feels your son should get - he may be able to make some recommendations that the school might act on. This would mean him having to see your son and write a new report - some ed. psych.s are good about this. you can find the psychology services number on the LEA website usually or ring the main switchboard number and ask for your particular Ed psych.s number. (If you get the number you can ring again when you discover he's out - they're always out) the other person who would be really useful to talk to is the autism advisor (or autism outreach team depending on how your authority runs it) they may advise school on how your son's needs would be best met - our advisor has just done wonders for us. In the last 3 weeks Com's provision has gone from half an hour social skills in his free time with an LSA (any old, one of 7+,LSA) tagging along to all the mainstream lessons aand just sitting there as he doesn't actually need academic support, to appropriate levels of provision including AS specific one to one, and next year it will be even better - see my previous posts what she managed to do for Com was not so much putting in place the provision - we have negotiated that ourselves (with her advice and support) with senior management - but changing the mindset of the head. The effect has been stunning, in 3 weeks Com's behaviour has stabilised and he has gone from a screaming ball of anger and fury to a model student and son; the happiest we've seen him all this year (and usually this half term is his worst) Thinking about it I'd talk to the advisor or team first. good luck Zemanski Quote Share this post Link to post Share on other sites
Zemanski Report post Posted July 21, 2005 You know I said we'd been lied to before? well here's the update on that wonderful provision we had negotiated we had a meeting speifically to confirm the provision that was going to be in place for Sept. OMFG nothing!!!!! except one little thing - one of his 3 LSAs was to be a new woman with ASD experience and a degree in psychology so this morning nasty letter to head, phonecalls to EP (who we saw yesterday before provision meeting) and emails to advisor advisor was in this morning, EP phoned too upshot - still no information until LSA comes racing after us (already gone home, bless her) to tell Com she won't be there tomorrow and let slip there will only be two LSAs - her (that's fine) and one of his others we don't feel is good with Com and hadn't even heard of this new one have emailed advisor, got chair of governor's name and written nasty letter again Z Quote Share this post Link to post Share on other sites
Helen Report post Posted July 21, 2005 Zemanski you have my sympathy, I too know what it's like to be lied to Quote Share this post Link to post Share on other sites
sparkletastic Report post Posted October 20, 2005 Dear Zemanski Thank you so much - v belatedly- for v helpful reply. I was pathetic and couldn't use pc effectively after posting two 'cries for help' some time ago, but now have gone back to using old e-mail account after having to use others for some time and getting v fed up with e-mails etc. Lunchtime supervision still an issue, am currently waiting for copy of ANnual Review (still no written IEP) near October half-term. Have prompted SENCO last week.... My son has a statement and v definitely needs the social objectives written in it more than anything else. I will fight armed with your supportive info. Hope things have improved for you too. Isn't it hard when you relax and feel you've achieved something with your battling, then when you're off your guard you're let down and have to start again... anyway, the good news is my son is actually going into school more easily at the moment and is still my beautiful boy! X Quote Share this post Link to post Share on other sites
