SON NOT COPING IN SCHOOL

[cmuir]

Hello

 

My son is 10 (has AS) and is in a mainstream primary school with full-time LA support. School has had 3 headteachers since September (permanent one left, replaced with a temp, and new one no in post). He's been fine since latest HT started, however, has been non-compliant, aggressive, and extremely verbally abusive towards her and other staff members. My one observation was when I took him into school (late), HT opened door, greeted us, however, R responded by moving inches away from her face (bodily language - intimidating) and calling her all the names under the sun. Her tone of voice was firm was she appeared out of her depth (couldn't of been easy for her as I was standing there, and she's new to kiddo), but she lectured him on not disturbing and preventing other children ffrom learning, etc etc. All of which inflamed situation. Most days have been like that since. Latest is that kiddo has lost golden time for this week and next, and is to lose playtimes and lunchtimes all of next week as well.

 

I think this is fundamentally wrong, and feel strongly that no support measures have been put in place to help R cope with the various HT's and their varying teaching styles (it should also be noted that when R becomes difficult, the SFL teacher and HT are called to the class to intervene i.e. R becomes overwhelmed by all of these adults piling into the class!). I feel that a much better strategy would be for them to actually implement ASD teaching tools including social stories, comic strip conversations, visual timetables, etc (which they are not, and haven't done - they dismissed the notion outright). My issue is that firstly, they seem to be failing to her kiddo cope with change, and then secondly, instead of promoting positivity, they're piling on too much pressure, without kiddo having the opportunity to e.g. earn back golden time, playtime, etc. It should also be noted that R has been assessed for ADD, and so I feel that playtimes are extremely important as it gives R the opportunity to let off steam, relax, etc. I'm not for a second saying kiddo shouldn't be punished for bad behaviour, but I fear he's now of the mindset that as he's lost golden time, playtime, etc for the next week, then what's the point of behaving and working (and has actually said that to me).

 

Help - advice needed, review meeting has been brought forward from September to Monday.

 

Caroline.

[Sally44]

I really wish I knew more about the Scotttish system, but I don't.

 

Would the NAS have any advice?

 

Do you have any kind of SEN document that details his needs? Is that a true reflection of his needs. Does that document detail the kind of support in terms of teaching styles, how to respond when he is overwhelmed etc?

 

It sounds like you need something in writing. Is there any outside agency that the school can call in such as the EP or autism advisory teacher.

 

Would a meeting in school to trash out these issues help.

 

My son also is having a really rough time at the moment, and when he cannot cope with one particular adult [usually because he thinks they are contaminated and therefore won't go near them or let them touch him], they just change the member of the therapy team.

 

Is there any other type of schooling option available to you where his needs maybe better understood?

[cmuir]

Hi Sally

 

Thanks for your response.

 

Kiddo has an IEP though it's not been well written and an official from the EA has already spoken with the school on more than one occasion. I've also contacted a specialist teaching service (part of the EA) to go into school as they're treating the symptoms of ASD, but not the disorder (by that I mean they're treating him like a badly behaved boy and trying to tackle the behaviour, but not looking at why he behaves the way he does). I've got a meeting on Monday with them, which I'm envisaging will be difficult, but I'm really unhappy with the way things are going (apparently HT shouted at kiddo today and he doesn't seem to know what he did wrong which resulted in an escalation). I've already been in touch with various organisations, but discovered that the school have told me that referrals have been made, but haven't, so I fully intend to establish why. I really feel they've failed over the years to provide specialist support. Only because things are really bad, they're not making noises.

 

Makes me so cross.

 

Hope things get easier for your son too!

 

Caroline.

[Sally44]

Whatever happens, it is always essential to be able to prove your case. So make sure you put everything in writing. Ask that the meeting is minuted, or take a dictaphone with you to record it. You need answers to many questions you have.

 

Write them up beforehand, and make sure you get to ask each and every one of them.

 

Ask what "ASD" specific qualifications and experience both the school and this specialist teaching service have. There is plenty of evidence that children with an ASD need specific approaches. Ask about the TEACCH approach, which is much more structured and maybe something your son benefits from.

 

Be open and tell them that you feel they have no idea about autism and that the way they are trying to deal with things is escalating matters and that is not your son's fault, that is their lack of expertise.

 

Do you have any other schooling options available to you?

 

Is there anyone you can complain to ie. local government ombudsman. Someone at the LA. Your MP. Anything to keep bringing up the fact that he is not having his needs met where he is.

 

Have you involved social services?

 

If any 'boarding' option were looked at, the boarding cost of that usually comes via social services [so i've been told, but I don't know that for certain, and that is in England and not Scotland].

 

Is there any professional involved [ClinPsych or CAHMS] that do have ASD specific expertise for them to give advice to he school?

 

I would specifically ask, in writing, to both the school and the LA that they get such expert advice from a service that does have expertise and qualifications in working with children with an ASD. You really never know what is out there until you ask and complain. I got an ASD specific SALT after complaing that his SALt at the time did not have enough experience or expertise in ASD. So there are those people out there, but access to them is difficult to get without consistent pressure being applied.

 

Let us know how the meeting goes.

 

Do contact the NAS as they may have some specific informatiton relating to educatiton in Scotland.