Reduced Timetable (subject wise)

[Sally44]

My son's Statement says that he should have access to the full national curriculum, should be mainstream etc etc.

 

As part of my appeal I asked the school to send me a copy of his timetable and for it to detail the therapy and provision he receives. I already had a typical timetable that the rest of the kids in his class have.

 

Anyway his Timetable has arrived, and he is missing alot of subjects completely due to the therapies and provision they have to provide eg. he does not do history, geography, art, music, french and misses a couple of PE lessons. Surely this means he isn't accessing the national curriculum? And if that is the case, then he needs that part of his Statement to be amended, or he needs the school of my choice that would include alot of the therapies within the classroom as part of the subject lessons?

 

Anyone else on a reduced subject timetable.

[BusyLizzie100]

My son is in Y6 and accesses the National Curriculum at his autism-specific school, and receives SALT, OT and music therapy too. The SALT and OT are very much worked into the class activities, ie they're ongoing.

 

The NC may be modified in some ways for him, but as far as I can see nothing is being missed out. Many aspects of the NC can be covered in one lesson, without necessarily dividing it into subjects. Cooking is a great example - it covers numeracy, literacy (reading and working out a recipe), social skills (sharing equipment etc) and even OT (mixing and cutting). Add in a sprinkle of history or geography by cooking up a Roman recipe or by cooking dishes from different countries... It's the adaptability that often goes missing in a mainstream class of 30 kids.

 

We did find that when DS was at mainstream, the school eventually said that it couldn't do all that was stipulated on the statement, eg sensory diet, in a mainstream setting; despite trying, ultimately they weren't a 'special school'. Basically there is a tipping point at which it becomes unworkable at mainstream - my son reached that point and maybe yours has too?

 

Lizzie xx

[Sally44]

I think you've hit the nail on the head.

He is mainstream and he cannot access alot of it, and they have to withdraw him for provision that is not delivered within the whole class learning environment.

That is why I am now seeking a special independent school for children with an ASD, speech and language difficulties and where SALT, OT are on site and deliver their therapies in 1:1, group and whole class learning environments.

 

His statement does say "the full national curriculum", and I have never been asked or told by the school that he was missing these subjects. I would never have known, as they sent me the usual class timetable, if I had not specifically asked for my sons personal timetable with his therapy times detailed in that timetable. I feel like they have hid it from me, probably for the very argument I am now making, that he should have access to these subjects and he would have access to them in a special school.

[BusyLizzie100]

I think you've hit the nail on the head.

He is mainstream and he cannot access alot of it, and they have to withdraw him for provision that is not delivered within the whole class learning environment.

That is why I am now seeking a special independent school for children with an ASD, speech and language difficulties and where SALT, OT are on site and deliver their therapies in 1:1, group and whole class learning environments.

 

His statement does say "the full national curriculum", and I have never been asked or told by the school that he was missing these subjects. I would never have known, as they sent me the usual class timetable, if I had not specifically asked for my sons personal timetable with his therapy times detailed in that timetable. I feel like they have hid it from me, probably for the very argument I am now making, that he should have access to these subjects and he would have access to them in a special school.

 

School may not have hidden it from you per se, but they are probably under a great deal of pressure from the LA etc to 'make it work' for your son at mainstream, ie keep him in mainstream.

 

Plus a mainstream school will not necessarily have the expertise to incorporate therapy into class teaching - removing a child from class to do it discharges their remit but in effect it can be counter-productive and more isolating than inclusive... My son used to end up having numerous walks around the playground with his LSA each day to help him calm down - all very well but he was spending more time doing that than accessing the NC!

[Karen A]

Hi.It is logical that pupils with SEN who require extra input not required by most pupils will be on a reduced timetable to some extent.There are limited hours in the day and children need breaks.Therapy of whatever sort carried out in school time uses up subject time.So unless therapy is carried out after school there is little alternative.It is difficult but a matter of deciding what the priorities are.There are limited options

 

1.A fully integrated curriculum which may not be suitable for the child....all children have different needs.Some input may be provided in class but that would be carried out by TAs following a programme rather than an OT,physio etc etc.

 

2.Individual therapy as needed with a loss of accademic time hopefully in ''less high priority subjects''.

 

3.Therapy before or after school for pupils who aleady find school life exhausting.

 

I may sound difficult and perhaps have become less helpful whilst away.However I cannot understand how specialist input specified in a Statement as one to one or in groups can be provided without removing a pupil from lessons.Individual specialist input does not happen in class even in Specialist provision.

 

Ben has always missed some lessons for therapy or support of one sort or another even though he still does not obtain half the provision documented in his Statement.It is not possible for him to follow a full accademic timetable and fit in OT,Social Skills group etc etc.The reality is that we provide most of the OT,Social Skills Training etc ourselves [i feel that is reasonable whilst obtaing DLA ]. The alternative would be very long days and a stressed exhausted son.Many pupils are exhausted attempting to keep up with the demands of the National Curriculum and it is not realistic to hope that pupils with Sensory Needs who find school a stressful environment could cope with extra activities.

 

Ben longs for GCSE options when he will be very happy to drop some subjects that he finds difficult and frustrating.He is limited currently because he is able and we cannot justify exemptions from subjects.However I think your case is different.If your son is finding basic litercy difficult then surely French is not something you would wish to insist on.

Edited March 10, 2011 by Karen A

[BusyLizzie100]

Individual specialist input does not happen in class even in Specialist provision.

 

Yes it can. Obviously it depends on the school and the individual, and very much on the environment created within the classroom. And the class size. With a class of six and half as many adults the support can be very individually tailored but still take place within the classroom and group settings, without a TA being velcroed to the child - my son had to be weaned off his LSA when he moved from mainstream to special because he'd become so dependent on her.

 

My eldest son, on the other hand, is in mainstream secondary with a statement. In order to accommodate the extra input on his statement he has been allowed to drop French, which frees up 2 periods a week. He is still learning Spanish. While he doesn't require additional therapies etc, any more periods than that would start to interfere with delivery of the NC.

 

Basically special schools do frequently have more flexibility and room to manoeuvre than mainstreams.

 

Lizzie x

[Karen A]

Yes it can. Obviously it depends on the school and the individual, and very much on the environment created within the classroom. And the class size. With a class of six and half as many adults the support can be very individually tailored but still take place within the classroom and group settings, without a TA being velcroed to the child - my son had to be weaned off his LSA when he moved from mainstream to special because he'd become so dependent on her.

 

My eldest son, on the other hand, is in mainstream secondary with a statement. In order to accommodate the extra input on his statement he has been allowed to drop French, which frees up 2 periods a week. He is still learning Spanish. While he doesn't require additional therapies etc, any more periods than that would start to interfere with delivery of the NC.

 

Basically special schools do frequently have more flexibility and room to manoeuvre than mainstreams.

 

Lizzie x

 

Yes.I am certainly not in a position to disagree.Special schools may well have more flexibility.

However if I were to play devils advocate.Sally's son is not currently at a Special School with this degree of flexibilty.I have absolutely no idea whether the provision ducumented in Sally's sons Statement is being provided.I also admit I have not been here in months.However as I last understood it there were many different forms of therapy documented within the Statement for several different conditions.If the LA have been providing those and there are questions about access to a broad and balanced curriculum the LA may well just say ''Yes you can have access to a broad and balanced curriculum with the rest of the class including French and PE but we will not fund the therapy''.

 

French is not even part of the primary curriculum and it is very common for pupils in year 6 to do little more than SATS subjects.

I would not wish to suggest that Specialist Independent Provision might not be a preferred option it is just that if the therapy is being provided as per the Statement without withdrawl from core subjects the lack of access to other subjects may not be a strong enough argument.

 

Karen....not here really.

[Sally44]

Yes.I am certainly not in a position to disagree.Special schools may well have more flexibility.

However if I were to play devils advocate.Sally's son is not currently at a Special School with this degree of flexibilty.I have absolutely no idea whether the provision ducumented in Sally's sons Statement is being provided.I also admit I have not been here in months.However as I last understood it there were many different forms of therapy documented within the Statement for several different conditions.If the LA have been providing those and there are questions about access to a broad and balanced curriculum the LA may well just say ''Yes you can have access to a broad and balanced curriculum with the rest of the class including French and PE but we will not fund the therapy''.

 

French is not even part of the primary curriculum and it is very common for pupils in year 6 to do little more than SATS subjects.

I would not wish to suggest that Specialist Independent Provision might not be a preferred option it is just that if the therapy is being provided as per the Statement without withdrawl from core subjects the lack of access to other subjects may not be a strong enough argument.

 

Karen....not here really.

 

 

I know you've not been around for a while, and nice to have you back.

 

My son has deteriorated before christmas and was vomitting in school again and signed off by the GP due to anxiety until the New Year. He has been referred to CP and CAHMS now due to self harm and threats and attempts at suicide. He also has a nervous cough that started in December and is still continuing. It is one single cough the strength of a sneeze and the GP has said that it should reduce and eventually go away on its own.

 

He isn't in school now. CP told me I had to stop using physical force to get him into school as it was detrimental to his mental health and was distressing to all the family. My son has not gone to school for nearly 3 months now.

 

I understand what you are saying that you can't have it both ways. I agree with that. But the pressure is on the school from the LEA to keep him where he is. And he is not coping there.

 

I do not see the point of trying to keep him in class when he is not coping or learning. I agree that he will need to be withdrawn from any 1:1 therapy with OT or SALT. But a specialist school would integrate the rest of his therapy into the classroom and lessons. Currently he has one 1:1 SALT session a fortnight for 30 mins. So they are having to withdraw him because they cannot incorporate the things the TA is doing into the NC.

 

I am also happy for him to drop some subjects and I do not believe he is capable of sitting exams eventhough we have had recent EP assessments that say average cognitive ability. He simply cannot read or write and has finally been diagnosed with dyslexia, dyscalculia and dyspraxia.

 

The school have not told me he was missing all these lessons and therefore I thought he was missing 1x 30 min slot every fortnight. Indeed they supplied me with a timetable for my son at the beginning of every year that includes all those lessons, so I cannot be blamed for 'assuming' he was taking them. It was only when I asked for his daily timetable to include any therapy etc that they sent the real version to me.

 

I am happy for subjects to be dropped, but the Statement has to say that. I also think he does need a specialist school where the therapies can be included in the classroom. As CAHMS themselves have recommended that, and the OT and LEA are not currently supplying it, it is not just ME that is asking for it. He really does need it.

 

He is going to attempt to attend a couple of mornings at hospital school, and I am waiting for the details of that to arrive.

Edited March 11, 2011 by Sally44

[Karen A]

I know you've not been around for a while, and nice to have you back.

 

My son has deteriorated before christmas and was vomitting in school again and signed off by the GP due to anxiety until the New Year. He has been referred to CP and CAHMS now due to self harm and threats and attempts at suicide. He also has a nervous cough that started in December and is still continuing. It is one single cough the strength of a sneeze and the GP has said that it should reduce and eventually go away on its own.

 

He isn't in school now. CP told me I had to stop using physical force to get him into school as it was detrimental to his mental health and was distressing to all the family. My son has not gone to school for nearly 3 months now.

 

I understand what you are saying that you can't have it both ways. I agree with that. But the pressure is on the school from the LEA to keep him where he is. And he is not coping there.

 

I do not see the point of trying to keep him in class when he is not coping or learning. I agree that he will need to be withdrawn from any 1:1 therapy with OT or SALT. But a specialist school would integrate the rest of his therapy into the classroom and lessons. Currently he has one 1:1 SALT session a fortnight for 30 mins. So they are having to withdraw him because they cannot incorporate the things the TA is doing into the NC.

 

I am also happy for him to drop some subjects and I do not believe he is capable of sitting exams eventhough we have had recent EP assessments that say average cognitive ability. He simply cannot read or write and has finally been diagnosed with dyslexia, dyscalculia and dyspraxia.

 

The school have not told me he was missing all these lessons and therefore I thought he was missing 1x 30 min slot every fortnight. Indeed they supplied me with a timetable for my son at the beginning of every year that includes all those lessons, so I cannot be blamed for 'assuming' he was taking them. It was only when I asked for his daily timetable to include any therapy etc that they sent the real version to me.

 

I am happy for subjects to be dropped, but the Statement has to say that. I also think he does need a specialist school where the therapies can be included in the classroom. As CAHMS themselves have recommended that, and the OT and LEA are not currently supplying it, it is not just ME that is asking for it. He really does need it.

 

He is going to attempt to attend a couple of mornings at hospital school, and I am waiting for the details of that to arrive.

 

Sorry it sounds like things are very tough. <'>

Have you asked for evidence of what is being done during the periods out of class ?

It appears to me that there is a gap between the half hour of SALT fortnightly and the sessions missed from the timetable

Is the time used for programmes out of class ?

Have CAMHS picked the referal up ? An attempt at suicide should be regarded as very high priority picked up urgently .

Sorry to be asking questions.

 

I am not back in the sense I was here before.I have had to work very hard to try to gain some balance in my life and will have to see whether I can be here a bit but prioritise better.

 

Karen.

[Sally44]

Sorry it sounds like things are very tough. <'>

Have you asked for evidence of what is being done during the periods out of class ?

It appears to me that there is a gap between the half hour of SALT fortnightly and the sessions missed from the timetable

Is the time used for programmes out of class ?

Have CAMHS picked the referal up ? An attempt at suicide should be regarded as very high priority picked up urgently .

Sorry to be asking questions.

 

I am not back in the sense I was here before.I have had to work very hard to try to gain some balance in my life and will have to see whether I can be here a bit but prioritise better.

 

Karen.

 

 

We were intially referred to CP, and after meeting with us they referred us immediately to CAHMS. My son did admit to the psychiatrist that he had intended to jump to break his neck, and that was about all he said. But she does not think he is depressed because when no demands are placed on him, he is still enjoying some of the things he enjoyed previously. She also said it was very young to give a diagnosis of depression to a 9 year old child and she personally felt that children that young were not really capable of depression as we would recognise it.

 

Her opinion was that there was an overwhelming amount of educational issues and that my son was overwhelmed and overloaded and was using alot of copying behaviour and trying to contain himself in school.

 

He's not just refusing school. He isn't going to other clubs he used to attend. He is still doing 1:1 stuff with a support worker that comes round once a week. And his 'autistic behaviours' have really escalated and he's much worse than he ever was before. If he were an adult, I would probably say he had had some kind of breakdown. But it isn't quite like that. Hard to describe really.

 

When he is being withdrawn from the class it is for a number of different things. They use some time for the TA to practice the speech therapy programme. I think this would be worked into the lessons within the special school. He spends some time being taught to type. That is the LEA SpLD teachers advice because he cannot read or write yet and she has given him predictive text. But obviously he needs to be taught how to type to access that. Then he has a 'Lego Group', which is supposed to help him with getting to know his classmates. He still cannot remember anyones name or what they look like even after years in school.

 

The SALT has recently carried out some more assessments. And his results are worse than last time, and last time he scored 2 where 3 is severe. She said that this time it was probably a 1 or a zero!

 

But the EP cognitive assessments gave him an average IQ. Which makes sense really. He is aware and he is capable, but whenever he attempts to do something it usually falls apart at some point in the process because of all the different difficulties he has all compounding one upon the other.

 

And he's still got this cough. It varies in frequency every day and throughout the day. But it isn't going.

 

SS got involved to see if he was at risk. But they decided that everyone that should be involved is now involved. But i'm still waiting for an assessment by them on my son and myself. We need respite amongst other things.

 

If someone had told me two years ago that we would be in this situation, then I would not have believed them. I did think he was not coping, but everyone kept telling me he was fine. But his behaviour at home and the things he was saying were very clearly saying he was not coping, and i've just told people that and they were not listening to me.

 

Anyway, nice to see you. I understand about having to get a balance. I don't know what that means currently, but will try to get it back sometime in the next few months.