Jump to content
Sign in to follow this  
mumto4

Help needed from more experienced parents!

Recommended Posts

Hi all. My son has a diagnosis of ADHD and ASD, he is very able academically however he has displayed challenging behaviour towards members of school staff in his mainstream school - kicking and hitting usually when trying to leave the school building. He has been excluded a few times over the last academic year (total 11 1/2 days). Very unhelpful acting head teacher would not recognise any diagnosis and treated all issues as bad behaviour, eventually suggested we slip medication into his juice without telling him as son had refused to take it. I had to keep reminding him of the diagnosis and his duty to access extra support but felt like I was banging my head against a wall. New head teacher has been brilliant, very understanding and proactive regarding additional support but time has been against us as she started half way through the year. Since June 1st he has shown improvment due to starting medication and autism strategies being put in place but his current school no longer feel able to have him there as some teachers have threatened union action if he remains there. Statement process has started but due to school term ending I feel unable to visit many alternative schools to consider if they could meet son's needs. LEA have suggested a BESD school which also has children on the autistic spectrum. I was impressed by the teacher and deputy head but found the head teacher very rude and negative. I already had concerns regarding a BESD school as I feel my son has displayed challenging behaviour due to poor management of his ASD needs. I feel the situation with current school has broken down but I now struggle with finding an alternative school in time for the next term. I have visited an ASD specifc unit in a mainstream school and asked education panel to consider this as an option but was told it is not suitable due to my son's challenging behaviour. Possible PDA has been mentioned as a reason however other professionals disagree with this as a diagnosis. Can ASD children be supported and educated well in a BESD school? I am concerned son will be vulnerable to bullying as he says exactly what he thinks at all times - during visit child said he wanted to shoot down a police helicopter and son went on about people being hurt and how naughty this would be for 2 days! Alternative schools in the North East area suggestions would be most welcome. Thanks

Share this post


Link to post
Share on other sites

I think the concerns parents have had in the past is that a BESD is not ASD specific. It may have 'some' ASD children on role, but that does not mean it is ASD specific.

And many parents have also found that when their child is in a ASD specific school that the behaviour improves dramatically.

 

For example my son refused school for about a year, was constantly vomitting in school, self harming and attempted suicide. At his new school he is agreeing to go into school each day. He hasn't vomitted once. He hasn't hurt himself much at all and he definately is not talking about killing himself. [He also has a diagnosis of an Anxiety Disorder now and OCD].

 

You don't have to agree to anything yet. The Statementing process takes 26 weeks from start to finish. Then the LA issue the proposed Statement [which is usually pants, and worded in a vague and ambiguous way so that it is not legally binding on the school and LA]. So most likely you will need to appeal the finalised Statement. The Tribunal is usually set for 4-6 months from the time you lodge the appeal. So you have some months infront of you yet.

 

What do you feel about his challenging behaviour. What is he like at home and out in the community?

 

What you need to find out about the BESD school is how many children have a diagnosis of an ASD. How many have a diagnosis of ADHD. How many have a diagnosis of both. What academic level are the children in his year group working at [is it the same as your son's]. How many of them have speech and language and social communication difficulties due to an ASD. How many of them have sensory processing difficulties. How many of them have emotional literacy difficulties in themselves and others due to an ASD. How many of them do not have an ASD diagnosis at all.

 

What ASD specific teaching approaches do they use.

What social use of language programme do they use 1:1 and in small group work.

What is the class size.

How is the class grouped, according to age or ability.

How many of the children are vulnerable.

How many of the teaching staff have an additional qualification on top of the teaching qualification, to teach children with an ASD.

What ASD specific training does the school receive; is it compulsory and what is the typical training programme for staff each academic year.

What professionals are employed on site [ie. speech therapist, educational psychologist, occupational therapist, specialist teacher].

If no one is employed, what is the school's yearly budget for these professionals input.

How would your son access these professionals.

What examinations results do their pupils achieve.

 

 

What you would be trying to prove is that this type of school is just not suitable. Your son is emotionally immature, naive, and vulnerable. Typically children in a BESD school are there due to poor family background, neglect, and psychological problems that make them anti-social.

 

Why has your son been trying to leave the school building?

If he was not coping there, and no support was provided, what were they expecting him to do?

He also has ADHD, and so is going to be impulsive.

 

Get in touch with your LA and ask for their list of maintained, approved and non-maintained secondary schools. they will send you a list of all the schools they currently have children at. One of them maybe an ASD specific secondary school.

 

You can also search on the OFSTED website.

 

Does your child have a specific learning difficulty?

Is he handwriting okay.

Can he read and write to an age appropriate level?

 

Do you think he has any sensory processing difficulties. Is he okay with having his hair washed, cut, brushed; nails cut; new shoes; tags in clothes; smells and tastes and textures; can he tie his shoelaces and ride a bike. Can he brush his teeth. What is he like at sports?

 

I don't know if the SENAD or PRIORY group of schools have anywhere in the North East. If not they may know of one.

 

Alternatively you could argue for a residential placement at one of their schools. That would definately mean an educational tribunal and you would need to get independent reports from an Educational psychologist, to demonstrate his academic ability, his vulnerability, that his current school cannot meet his needs and that a BESD school is not appropriate either.

 

You need a speech and language therapist report to demonstrate his difficulties with expressive and receptive speech, emotional literacy and social communication skills. Again they would need to recommend a level of support and provision that could only be provided at the ASD specific school you have said you wish your child to attend.

 

The same applies from OT.

 

And for him to be residential you would need to argue for a waking curriculum ie. he needed professional support and interventions and therapy whilst awake, not just in school hours. And this maybe around his behaviours, and how they are ASD specific, probably anxiety based, and that he needs to be taught alternative ways in a calm and supportive educational setting where these skills can be continued into ex-curricular activities in the evening, working with the same professionals he has worked with during the day, and with the same children that are in his class/year group.

 

On top of those reports, you would need all of them to attend as expert witness so that the Tribunal Panel can ask them questions.

 

You need to be absolutely sure, having visited a number of schools [and the BESD one suggested by the LA], that only your choice of school can meet his needs.

 

The LA must go with the parental choice of school UNLESS they can prove that it is not a good use of their resources [ie. costs too much and they have an alternative that can provide the same level of support and therapy and has the same qualified members of staff on site [that your independent reports have states he must have].

 

Organisations that can also help you are:

www.negwork81.org

www.ipsea.org.uk

www.ace-ed.org.uk

www.nas.org.uk

 

Most have telephone and email helplines. You also need to get a copy of the SEN Code of Practice, which you can download from the top of this form page, under SEN publications. You have to read it and understand the relevant chapters.

 

Whatever your LA is saying is their internal criteria or rules/regulations. When it comes to SEN legal law, it is different. It is rather like a mathematical equation ie. prove the need [via assessments] and include in part 2, quantify and specify the provision and detail in part 3; part 2 and 3 should make it absolutely clear the type of school the child needs.

 

Part 4 names the school that can meet all those needs [which maybe maintained, approved, non-maintained, special or independent school].

 

The LA will try to prove that they can meet all his needs within the BESD school. You need to prove that they cannot.

 

You already have his current school saying that they cannot meet his needs. Ask them to put that in writing. That is your evidence that mainstream is not working.

He is too academically capable for a LA maintained special school [as they are usually Moderate, severe, profound learning difficulty].

He is not suitable for a BESD school because he has ASD and ADHD, and you will have found out about the school by writing a letter and getting a written response about the peer group, academic level of the children and teaching qualifications and professionals employed on site [or the schools budget for them].

 

You will have your reports that state he is not BESD material. Is too clever, and that his challenging behaviour is entirely due to his needs not being met and that is why he needs to be placed at xxxxxx school, which is the parental choice of placement.

 

Also find out about the class sizes. Because often ASD independent schools have class sizes of around 7-8 pupils per class. It maybe the same in the BESD school. But if your reports are saying he needs small group teaching, and BESD is not appropriate, then you are looking at ASD specific and it must be a peer group that is working at a similar academic level. That is what the Tribunal Panel will be looking for.

Share this post


Link to post
Share on other sites

This is a link to a school I found http://www.breckenbrough.org.uk/welcome/introduction-from-the-deputy-headmaster/strengths-of-the-school/

 

No idea if that is the kind of thing you need.

But it is somewhere to start from.

They do have a full time psychologist on site, which you would need reports to prove he needed.

They maybe able to give you information about other schools in your area. Of this maybe the one you think he needs.

There does not appear to be a speech and language therapist or an occupational therapist on site. So I am assuming these are high functioning pupils that do not need that input? But I would ask the school about them as they may buy in provision. And if your son is assessed and found to need SALT and OT therapy, then this school would have to buy it in, or it may not be the school for your son. Anyway, a starting point and if you could visit it, it would give you an idea of the kind of schools that are out there.

Share this post


Link to post
Share on other sites

This is another link to a quick search I did on the NAS.org website http://www.autism.or...53~aid=255.aspx

 

What parents tend to find is that it is much harder finding a suitable placement for a cognitively able child that is not coping in mainstream education. That is because local authorities tend to provide mainstream or special schools, and the special schools are usually for learning disabilities [ie. lower than average IQ] or physical disabilities.

 

Some LAs have a further type of schools, is BESD, and that is where those other children can get grouped. But these schools are often inappropriate for ASD children because their behaviour is due to their diagnosis of an ASD.

 

At tribunal we argued effectively with enough evidence to prove that my son had never coped mainstream and had voted with his own feet and refused to attend. By that time he had become mentally ill.

 

The only other option offered by the LA was a special school. But we could prove that my son was working at a higher academic level than the other children in the LA maintained special school. Also he had emotional and social communication difficulties that the MLD children did not have. Therefore he was not in a similar peer group academically, socially or emotionally and again would not fit in.

 

There was an autism unit that the LA and school agreed was not suitable because it contained more severely autistic children who were non-verbal and who had challenging behaviours.

 

Sometimes there are some autism units attached to secondary schools where the more able children do go [but again you would need to get minute detail about who was in the unit and what the unit actually provided and whether they had any specialist ASD qualified teachers actually teaching in the unit or whether all the children basically had a 'form' class in the unit and were fed across to mainstream for lessons.

 

We found that every single unit always fed the children across for mainstream classes. We had proved that my son could not cope in that environment due to his ASD, dyslexia, and sensory processing disorder. He needed all his learning to be delivered in small class sizes of no more than 8 similar peers. And we argued that he needed a similar peer group for group work [speech and language therapy or OT], and that his self confidence and self esteem were so low because he compared himself to his peers, who were currently all mainstream kids. He needed an ASD peer group to feel 'normal'.

 

You need to get to the bottom of why he could not cope in mainstream. If that includes sensory processing issues, he needs a diagnosis of sensory processing disorder. Only special independent ASD specific schools have OTs on site that deliver sensory integration therapy. The NHS does not fund it and LA schools do not provide it. So it is something that the LA would have to buy in IF there was a school that could meet all the other needs. But I think the fact that your son has struggled and been excluded [details of those exclusions is very useful. What your son says about each of those incidents and how/why they happened]. Because that may prove that he needs those professionals on site to be able to increase his support immediately and offer that as ex-curricular.

 

That basically means that if my son goes into school on Monday and is having a very bad day, that he does not have to wait until Wednesday [which is the day the OT sees him]. The staff would immediately recognise that he needed an extra session with the OT to help him relax/calm down and that would be provided.

 

In a LA maintained school, if those professionals pop in once a week or once a term, they cannot do that. It means that fears and anxieties can escalate very quickly leading to exclusions or school refusal and then there is usually months of waiting to be referred to a specialist that is NHS based and may never ever see the child in their educational setting and may never meet or speak with anyone from the school or LA.

Edited by Sally44

Share this post


Link to post
Share on other sites

Hi Sally

 

Thanks for the replies, lots of food for thought. My son is 8 so I'm looking for primary schools in the Gateshead/Sunderland/Durham areas. He doesn't have a specific learning difficulty at all and his reading age is well above average. He refuses to complete written literacy tasks but his vocabulary is excellent. His written work is very good when he decides to engage with his teacher. He loves maths and is above average in this area too.

 

At home he can have major meltdowns usually when he is challenged or asked to do something other than play on a computer or watch TV but these occasions are occurring a lot less often and he calms quickly. In the community he can be loud and say inappropriate things at the worst moments but nothing we can't manage. Impulsive as would be expected but we have learned strategies to manage this.

 

Sensory issues are an issue but we can usually manage them - hair washing/cutting, nails cutting, clothing etc. He doesn't like noisy environments which has been the cause of him leaving the school building as he says he wants to be in playground to be 'away from everything'.

 

Local Authority have delayed telling me I have to make a Freedom of Information Act request regarding other schools they fund SEN children to attend as they kept promising the details had been posted out.

 

I appreciate the information you have provided and will use it when the Statement is sent. All professionals reports have been sent now and we expect the proposed Statement in September. My major concern is son will not have a placement to begin for the new term!

Share this post


Link to post
Share on other sites

I am not sure why you want to know what other schools your LA fund children at. You need to find a school that will meet YOUR son's needs and then fight to get the LA to fund it. The other schools the LA funds chidlren at may not be appropriate for YOUR son. The schools themselves will often tell you if they have other children there funded by your LA if you think it might be suitable for your child.

Share this post


Link to post
Share on other sites

You don't need a Freedom of Information Act search to get the list of schools from your LA. Have you made a written request.

 

You really need to make sure that from now on everything is in writing because you can only use written evidence and not "I said this and she said that."

 

Getting this list may identify an ASD specific school that your LA is already using for children similar to your son. But as Kazzen says, the object is to find a school that meets his needs and not fit him into a school that either you or the LA want which is not a suitable peer group.

 

As he is 8, I would look at what independent ASD specific schools there are. We managed to move our son during year 6. He had been out of school for most of year 5. They do have a primary unit now. I'll PM you their name.

 

If there is nowhere at all. Then I would attempt to keep him where he is with 1:1 support and therapy that he needs. I would not agree to a BESD school and I would advise you to visit it and ask questions and write them a letter asking them for the all the information listed above, which will prove it is not suitable.

 

A BESD school would be more expensive than the one he is currently at. Does your LA not have any other primary school that also has an autism unit on site?

 

If you do request a freedom of information act search you do not let them know you might do that. The whole point is that you want them to be writing file notes that will be useful to you. If they know you will be seeking those notes they won't write them.

 

The best time to send in a request is about a month after you have lodged your appeal with SEND. You would need to write to the school, to the LA and name each and every department that has had contact with your son ie. EP, autism advisory teacher etc. And to every NHS trust that has been involved with your son ie. Paediatrician, OT, SALT, Clinical Psychology, CAHMS etc.

 

And I would also ask your GP to refer you to a Clinical Psychology department that has experience of working with children with an ASD. If they think appropriate they may refer to CAHMS. You need them on board to state that his anxiety and sensory issues and ASD are causing the behavioural problems. You need their advice for any tribunal you have.

 

And if you suspect he has sensory issues I would recommend asking for a referal to OT. It will take about 2 years for them to get involved and they don't provide sensory integration therapy, which is how many children get an independent school placement because they need OT and they have reports that state they need sensory integration therapy, which only the school's on site OT can provide.

 

I would recommend you consider having an independent OT assess him so that you can get a sensory processing disorder into his Statement, and their recommendation on the therapy he needs for this, and the kind of teaching environment he needs because of this disorder.

 

Again, I would find who you would want to carry out this assessment and write the report. But don't ask them to do it until you have lodged the appeal. You need their report to be the most up to date one at Tribunal otherwise it gives the LA the opportunity to have the child re-assessed just before the tribunal and they could claim he does not need x, y and z and their advice will be the most up to date one.

 

From a sensory point of view he maybe getting overwhelmed and overloaded on a daily basis. That was what the CAHMS psychiatrist said of my son.

Edited by Sally44

Share this post


Link to post
Share on other sites

Thanks again for the help Sally. Kazzen I've asked for the schools information just as a starting point of schools in this area as I was unsure where to look! I feel under pressure to make a decision due to the end of school term, statement dates and the fact his current school will no longer have him. I do not want to move him twice if I can avoid it.

 

I have visited the BESD school twice and tried to ask some questions of the head teacher however she appeared reluctant to answer them. I quote 'you either want our school or you don't as we have a waiting list you know' this did not fill me with confidence. The teacher who showed us around and the deputy head were more receptive to questions and I liked their enthusiasm however it not allay my concerns that a BESD school would best meet my sons needs.

 

The education panel decided the LA primary school with ASD unit would not be suitable due to his challenging behaviour and the fact he is not moderately or severely Autistic. They insist they do not minute their meetings which I find hard to believe but would have been helpful for following their decision making process.

Share this post


Link to post
Share on other sites

They don't minute their meetings because they don't want a traceable record of what is discussed and agreed. So when you do a FOI search they will turn up nothing if there have been no minutes. that does not mean you cannot take minutes, you can. I used two dictaphones and I recorded all meetings on both of them, and I gave one of those tapes to the LA for their record, and I typed up the other one as my minutes. If you have no record of anything you are playing into their hands.

 

And regarding the Head Teacher and what she said. Again, write a letter. The kind of questions I listed are the ones my LA asked of my parental choice of school. So they know exactly what to ask when inclined to do so. So I just typed up those same questions and sent the letter to my sons school at that time. If they had not replied I could have stated at Tribunal that they did not respond to my questions about the suitability of that school for my son - which looks very bad on them. It means they have not cooperated with you and have made it difficult for you. So write the letter, send it by recorded deliver as proof of postage, and then wait for the reply. You need to know the answers to those questions to make an informed decision. If you don't want to send it to the Head, send it to the SENCO of that school.

 

Your argument for keeping him where he is [if you cannot find anywhere else that is suitable], is that you have information about the BESD school which proves it is not suitable. And that your son's challenging behaviours are only being experienced to such an extent within school and is totally due to his ASD and ADHD and Sensory issues not being recognised or met. And that when they are met you expect that he will have a significant reduction in those behaviours.

 

If he needs small group teaching within that school, you need an EP and maybe OT to state he needs that and why and what kind of teaching support he would need - maybe 1:1 TA. And then see how he copes. He may need frequent breaks, dinnertime clubs, sensory diet etc all these things can be done and could make all the difference to him being able to cope.

 

When my son was seeing the psychiatrist, I asked her about my son's mental health and how he had got to this stage. She logically said that ANYONE can develop a mental health issue [and I would presume challenging behaviour], if they are kept in the right [or rather wrong] situation for long enough.

 

His current school simply do not understand his needs. If I were you I would phone the school with the autism unit and visit that too. Ask if they have any places. Again ask all the questions I listed above in a letter to the SENCO. The autism untit may have the environment he needs, but not the academic or social peer group [but the same could be said of mainstream]. If they state that he could not go into that unit because of challenging behaviours, I would suggest you try to keep him mainstream with additional support to see if that helps with the challenging behaviour.

 

What has the EP and SALT report said that was done as part of the Statementing process?

Edited by Sally44

Share this post


Link to post
Share on other sites

Did you attend the panel meetings Sally? I was told I could not do this. It was very frustrating a panel of people were discussing my child's education and I was not involved at all.

 

Special Ed Needs Improvement Team recommends his educational facilites and resources:

 

he would benefit from continued access to a broad and balanced curriculum

Needs to be taught in a quiet, low arousal environment with a high staff to pupil ratio

he needs to be taught by staff who set clear boundaries but retain a nurturing atmosphere

instructions should be clear, concise and literal while tasks should be well scaffolded

he needs access to a quiet area of the school when his behaviour becomes angry, upset or disruptive and have access to activites which calm him

Would benefit from short breaks to take account of ADHD

Use of his interests to help motivate him

He should participate in anger management programme

He should have regualr mentoring sessions focussing on self organisation and the importance of compliance with medication regimes

He would benefit from an emphasis on practical tasks whenever possible and use of laptop for written tasks to reduce stress levels.

should have opportunities to take part in programmes to support social skills development

Benefit from close home school liaison

 

Summary of SEN Needs:

 

ASD and ADHD

Problems with emotional regulation which can lead to very challenging behaviour

Subtle higher order language difficulties

impaired social interaction skills

low self esteem

struggels with busy classroom environment as he is distracting and distracted

levels of concentration can be very low and he can be very hyperactive and impulsive

High level of environmental vigilance regardless of concentration level

his fluctuating attention and concentration levels are likely to be affected by his interest level and fluctuating insulin levels and the impact of ADHD medication

 

Ed psych report recommends much the same thing

 

provision should include

 

National Curriculum at a level appropriate to his age and ability

Support from teachers skilled at meeting the needs of children with ASD and emotional/behavioural difficulties

A school day that can provide boundaries to guide his behaviour

Support from staff to manage his emotions including anger, confidence issues and willingness to accept 'no'

Benefit from support to help him to understand and interpret social; situations

high staff to pupil ratio

The opportunity to experience activities which will help him to develop emotional security and a sense of belonging. He will benefit from having a key worker who he can build a trusting relationship with

Close liason with family, school and other professionals.

 

SALT assessment indicated problems with higher language functioning and difficulties with inference.

 

I have major concerns he will be continue to be excluded on a regular basis if he returns to his mainstream school (if they agree to have him back without union action!) He does not view exclusion as a punishment, just a day off, but the only school we are offered is not ASD specific just BESD. Head teacher there was very clear her main focus is BESD and that they are very good at this, she will not 'water down her focus' at the expense of BESD work. I agree she should do what she is good at however I don't think it is what my sone needs.

Share this post


Link to post
Share on other sites

We had a couple of multi disciplinary team meetings at his former school attended by the SENCO, teacher, EP, SALT, OT, Clinical Psychologist, Social Services and CAHMS. Two meetings of everyone trying not to commit to anything or promise anything.

 

There maybe Panel meetings about additional funding. But the Statement should detail all your child's needs in part 2 and what is needed to meet each and every need in part 3. That is legally binding on the school and LA. So when the Statement is right you should not need to have any further Panel meetings because the Statement clearly details the level of funding needed.

 

So don't agree to anything regarding placement. As i've already said, you will have to appeal the Statement anyway. And that will give you another 4-6 months. Find out as much as you can about the schools that maybe a possibility, and about the LA BESD school.

 

Is there no other LA primary school with an autism unit?

 

[just as a side issue. Our OT stated categorically that emotional regulation problems are directly linked to sensory modulation and that my son had a Sensory processing Disorder and therefore required intensive Sensory Integration Therapy to help regulate his emotional response to sensory stimulation.].

Share this post


Link to post
Share on other sites

The LA should have a list of their own special schools and units (it's probably on their web-site or ask them for it). They should also send you a list of indpendent schools (local and national) once you get to the provisional statement stage. However, these lists do not cover all schools, so it is best to do your own search. Use Gabbitas to do a a search. Look at the Priory, Cambian, Eagle House and NAS web-sites. Ask at your local ASD support group (they will have good knowledge of your local schools and the way your LA works). Breckenbrough looked like a good school when I investigated it (I can't remember what age they start from).

 

It is unlikely that you will be able to get very far with visits over the summer holidays, so there is little you can do except prepare yourself to get started in September. You might be able to book some visits now for Sept. Try not to panic - getting the right school is VERY important - if you rush things and the school is not right, you will regret it.

Share this post


Link to post
Share on other sites

The only thing I could not see on the website for Breckenbrough was that they did not appear to have a speech therapist or OT on site. And the OP sounds like the child does have significant sensory issues. Whether a small class environment would meet a number of those environment/sensory issues is something to consider. And as he has social communication issues and emotional regulation difficulties too, he may need a school with those professionals on site. However, you need your child to be assessed and for those professional reports to state that he needs those therapies on site. The LA EP and NHS SALT I presume, have not said that specifically, however they have given a general description of a special school, small class, low arousal environment - which means they also agree he is not mainstream material.

 

I also want to highlight the fact that the wording they have used is not legally binding. "Would benefit from" means nothing. If that wording goes into the Statement you have no idea what is supposed to be delivered. And if he receives nothing you cannot complain because it says he would 'benefit from' not that 'xxx must have'. The wording has to be specific eg. xxxxx will have 1 hour per week of xxxxx delivered by xxxxxxx in [1:1 or small group environment] which will be detailed on his daily timetable, with targets being set on his IEP. Outcomes will be monitored on a termly basis by xxxxxx.

 

The same applies with the wording "opportunities for" "access to" and "regular". They are not specific and a SEND Tribunal would amend that wording to actually provide something. For example "access to" means that the school should be able to provide something, but it does not mean they have to. My son's earlier Statement said that he should have "access to" the autism outreach teacher. She never saw him. But the school said they fulfilled the Statement because he did have 'access to' the autism outreach teacher, but that they never referred him to her because they had no concerns! This was a child that ended up refusing school for about a year and became seriously mentally ill.

 

Remember that the LA and their professionals are dealing with kids like yours on a regular basis, and they know how to word Statements so that they don't have to actually provide anything. They do know exactly what they are doing. And unfortunately it is not child centred, it is cost centred.

Edited by Sally44

Share this post


Link to post
Share on other sites

Join the conversation

You can post now and register later. If you have an account, sign in now to post with your account.

Guest
Reply to this topic...

×   Pasted as rich text.   Paste as plain text instead

  Only 75 emoji are allowed.

×   Your link has been automatically embedded.   Display as a link instead

×   Your previous content has been restored.   Clear editor

×   You cannot paste images directly. Upload or insert images from URL.

Loading...
Sign in to follow this  

×
×
  • Create New...