working with own child

[flash]

hi all, does anyone out there work in school in the same class as there aspergers child. my 9 yr old has just been diagnosed this year i have been in the same class as him because i work 1-1 with another child a year younger and the school is small and has doubled up year groups. i have been finding this hard. although m is very controlled at school i have been noticing the cracks more and more and also am trying to get school to assess his needs as he is falling further and further behind. how far can i push without this affecting my job, because i got a feeling i gonna have to push hard. they blankly refusing ed psyc due to lack of these hours so his aspergersw isn't even really being taken in to consideration, his IEP is a joke not that he gets any work on this anyway ( not school fault really just ###### teacher, she of sick at moment and head is going mad at the mess she has discovered) m had a melt down during pe last week and because i mentioned my concerns to the head she now says i cant do pe and will have to swap our timetable, she gonna do pe and i'm gonna teach science for her. but worried now because if m was to run of the field i the only member of staff out there fit enough to catch him..... will be in differnt class next year but joined up again for his yr6 year. he hates school and just getting him there is a minor miracle if they not gonna take account of his stress levels i dont know how he gonna make it to yr6. anyone in same position who can give me some advice would be much appreciated. thanks.

[zeldasmum]

Sounds complicated, my friend works in the same school as her NT son and is in his class and I know she finds it hard at times.

[baddad]

Hi flash -

I would say you've got a real conflict there. I don't think a parent being in the same classroom as an LSA with their child (which is what I think you're describing?) would be a good situation for anyone concerned, either the child, the teacher or the other pupils (inc. the one you're supporting). I don't know, realistically, what you can do about it, unless there's the option of changing LSA roles with another year (if any other year groups have need of LSA?). I don't think a situation where a parent is intervening in a school lesson to control his/her own child's meltdown is in any way appropriate. If you feel there is no other member of staff who can handle your son during these times that's something you have to raise with the school, but if you think there is a real safety issue then I think you have to consider whether the placement is right for your son, because a situation where the only person who can intervene if he 'does a runner' is his own parent places all sorts of restrictions on you, him and the school. I think the head has a real dilemma to contend with too - I honestly can't see how they can discipline a child whose parent is on hand and objecting to the intervention, or is trying to 'steer' the support his/her child receives. There are just so many areas where your interests (on behalf of your child) and the school's interests come into conflict that it seems almost inevitable there will be a car-crash of some type.

 

Sorry if that doesn't seem helpful, but I really can't think of any 'positives' other than that one I've suggested of a job-swap that puts you in a different classroom to your son, and even that, if I'm honest, only seems like a part solution if the school is as small as your post suggests and roles tend to overlap anyway.

 

Hope you can find a solution

 

L&P

 

BD

[flash]

no you did not understand me, my son has no support, i did not and do not intervene with my son only watch from the by lines as others deal with him and if as in this case i nwas the member of staff who was there were a situation occured i dealt with it as a member of staff would. i did not give him the hug i knew he needed because i was working and at the first possible instance i got another ta to deal with him. it is just hard as the school seem quite happy to change things to make my life easier but dont seem to want to change things to make his a litlle easier, the whole incident was brought about because the teacher did not tell him why.....and yes i know they dont always have time, i have worked in school for many years i understand there constraints. i just wondered if anyone else out there had ever had to push issues relating to there kids whilst as the same time as working for that school. \it is a good school and nice and small which suits him, but unfortunatly in his pe sessions the staff are not fit enough to run after him which was why i mentioned my concerns to the head about the possibility of him running .

Hi flash -

I would say you've got a real conflict there. I don't think a parent being in the same classroom as an LSA with their child (which is what I think you're describing?) would be a good situation for anyone concerned, either the child, the teacher or the other pupils (inc. the one you're supporting). I don't know, realistically, what you can do about it, unless there's the option of changing LSA roles with another year (if any other year groups have need of LSA?). I don't think a situation where a parent is intervening in a school lesson to control his/her own child's meltdown is in any way appropriate. If you feel there is no other member of staff who can handle your son during these times that's something you have to raise with the school, but if you think there is a real safety issue then I think you have to consider whether the placement is right for your son, because a situation where the only person who can intervene if he 'does a runner' is his own parent places all sorts of restrictions on you, him and the school. I think the head has a real dilemma to contend with too - I honestly can't see how they can discipline a child whose parent is on hand and objecting to the intervention, or is trying to 'steer' the support his/her child receives. There are just so many areas where your interests (on behalf of your child) and the school's interests come into conflict that it seems almost inevitable there will be a car-crash of some type.

 

Sorry if that doesn't seem helpful, but I really can't think of any 'positives' other than that one I've suggested of a job-swap that puts you in a different classroom to your son, and even that, if I'm honest, only seems like a part solution if the school is as small as your post suggests and roles tend to overlap anyway.

 

Hope you can find a solution

 

L&P

 

BD

[JsMum]

If you didnt work at the school and you where just a sit at home mum would you have the same concerns reguarding your sons special needs been met?

 

What support do you feel your son needs? Social skills support, speech and language, social and communication, behavioural, mental health ect.....

 

You have already achknowledged his disaffection to accessing his education, if it hard now by yr 6 it could get even more difficult espcecially as they grow bigger, stronger, and the social side the gaps widen, making your son feel even more wider apart from his peers.

 

Personally I would detatch the Teacher role and adopt the Parent role and ask yourself what would you do if you didnt work there at all.

 

Have you any evidence that he desprately does need an urgent Educational Psychologist observation? what makes you think this is required.

 

Why is his IEP rubbish and if he is not getting his work done, how is he progressing, is he detatched, disintrested, withdrawn, switched off in the lesson, if he isnt doing the work, what is it is he doing instead? these are all you cues to the evidence, is this written in any of his reports.

 

 

How is his behaviours, communication at home with friends, family? is there any additional evidence that the lack of school support is effecting other areas of his life.

 

I would collect some evidence, gather further information and then do what parents have to do and that is write down your concerns to the Senco and CC it to the GP, Manager of your local authorities Special Educational Needs Department and the specialist who DX your son in the first place.

 

Write down a WISH IEP what would it say, how would it support your son, and request these be added to his IEP at the next SEN review, is he on school action plus, how long has he been on it and how many IEPS has he had, have any of the Targets been met or are they just repeated targets but no real progress.

 

What learning support do you feel he needs.

 

I would strongly recommend a private Educational Psychologist, SALT as they can recommend very effective stratagies and go forward to evidence to seek a statement.

 

If a very small school is a challenge, what do you think a large Secondary school is going to present your sons needs, is he likely to need a statement for Secondary school, if the answer is yes, I would request that your son have an Statatory assessment for statementing be done as soon as you have gathered all your evidence that what is been presented for your son at present is not adequate to meet his SENs.

 

Looking at it as a parents view may help you channel your energies in one direction rather than a teachers view.

 

Good Luck.

 

JsMumx

[sky]

hi flash- i work in same school as my son - a small special needs school. no probs with the 2 roles colliding really until recently when my sons behaviour and anxiety has gone through the roof.i am in a different part of the site so that is not a problem but however, recently have had to complain to the head and teacher about something i had an issue with.i also had to ontact camhs about the same thing. this was not something i saw whilst working but when i collected him from school . i dont know what advice to give other than your job shouldnt be affected as surely you would be raising the issues you are concerned about as a parent anyway .however i know it is a difficult situation .

[flash]

I suppose my main dilema is the fact that if i didnt work in the same class or the same school i would not be aware of the things that i feel are not right. for example because i work in his class i know for a fact that not only him but all the yr4 children have not done a single guided read since sept. i know for a fact that m and another child has not done any IEP work i know for a fact that class teacher does not think there is anything different with my child she hasnt even noticed that he hardly ever uses a normal voice when talking in class, i know for a fact teacher thinks my child is a brilliant little reader evven though the test the senco did gave my 9yr old a reading age of 5. all of this and more i have been talking to the head about for a while but they have to tread carefully. as a member of staff i understand their constraints etc but as a parent it worries me.

[sky]

i know how you feelas i was up in the night worrying about my issue last week - i had to think that it was a good thing i saw it as really you should be able to walk into a childs school at any time and know the staff are doing what they are supposed to.in other words if you feel he is not being supported as he should be it is your right to say without fear of repercussions. this is what i have had to think anyway -hope this helps! have you got a permenent contract?

[flash]

no i dont have a permanent contract but job is fairly secure for now as i work 1-1 with a VI child who has a statement so should have another 3 years yet. Only one qualified to do this job in school and i also do a lot of clubs and cover work for them. head has been really supportive and like i said are bending over backward for me time off for appointments no trouble. oh well going to have to be strong and wait patiently whilst they sort the mess out and he moving class in a couple of months anyway and at least m accepts that i am miss at school and not mum. just unfortunate that bad days at school mean mega bad nights at home.

thanks fo help.

.

[Sally44]

I suppose my main dilema is the fact that if i didnt work in the same class or the same school i would not be aware of the things that i feel are not right. for example because i work in his class i know for a fact that not only him but all the yr4 children have not done a single guided read since sept. i know for a fact that m and another child has not done any IEP work i know for a fact that class teacher does not think there is anything different with my child she hasnt even noticed that he hardly ever uses a normal voice when talking in class, i know for a fact teacher thinks my child is a brilliant little reader evven though the test the senco did gave my 9yr old a reading age of 5. all of this and more i have been talking to the head about for a while but they have to tread carefully. as a member of staff i understand their constraints etc but as a parent it worries me.

 

I can't really comment on the fact that you work in the same school/class that your son attends. Although that could be problematic when you start getting a bit firmer, in actuality you are seeing a very true picture of how he is supported (or lack of it) in school.

 

Some things I would suggest to help your child get the support he needs.

1. Get in touch with the local authorities "parent partnership", they are there to support parents of SEN children and they can come to school with you for any meetings (which should include IEP meetings), and will help set SMART IEP targets.

 

Ask the PP who the Autism Outreach/Advisory Teacher is and speak to them. They can come into school to see your child and give advice to school (but school have to invite them to come and they have to be willing to listen to advice and put it in place).

 

Find out about secondary schools that receive any extra funding/EP hours etc specifically for the amount of ASD children they have on their register. Go and visit ALL your LEAs secondary schools to get a feel for which will be the right one (you don't have that long to go until transfer).

 

You can put in a parental request for a Statement. You don't need anyone else to support you in that decision. Then the LEA will ask the EP/SALT etc to carry out assessments and decide whether to produce a Statement or not. (Who saw your child to decide on the diagnosis, and did they carry out standardised assessments and did they write a report?)

 

If your request for a Statement is turned down, then appeal it. Most LEAs refuse Statements the first time round. You need to gather evidence of his needs. If he has a reading age of 5 he is not going to transfer to a mainstream secondary school. They need a reading age of at least 7 years. Did he sit year 2 SATS? What are his academic levels as recorded by school eg. my son is just off the P scales. Is your son making progress each academic year.

 

My son is similar. They thought he was reading but he was memorising. I kept saying that was the case, but no-one was listening to me. In the end the school carried out a reading test and he scored 4.9 years and stayed at that level for a year.

 

Phone the EP and talk to them. Schools do have EP budgets, but if your child is so many years behind they should have already contacted the EP for their input. The EP should assess and should diagnose a SpLD (such as dyslexia). This is another need on top of Aspergers and starts to make his difficulties more 'complex'. This is additional evidence for him needing a Statement.

 

Most schools have delegated funding, which is from the LEA and is to support children with SEN. Usually it amounts to 15 hours support a week. Is school using that, how much, what for. If they are not using it why?

 

What is his speech like? There is a recognised link between speech and language difficulties and difficulties acquiring literacy. Has he been assessed by a SALT? Again speak to the SALT, school need to refer your son, but they should have done that already.

 

Remember that you want any professionals to carry out "STANDARDISED ASSESSMENTS". That is because these are the ONLY assessments that will give a baseline from which you can measure progress. Classroom observations are useful, but do not measure age related abilities in the same way.

 

You will find it hard being employed at the same school. But you need to try to remain calm and methodical and speak with the SENCO/Head about your concerns and start getting things moving.

 

A further thing I would advise is not to force him into school. If he really is not coping it is better for him to refuse school and that becomes the stage from which support begins to appear, rather than forcing him in against his will into a school that does not even recognise he has any needs. I have done that myself and my son is not in school at the moment because he finally deteriorated very quickly.

 

Other than that, all I can offer is the fact that you are not alone in your experiences.

Edited March 27, 2011 by Sally44