carrieq Report post Posted June 7, 2006 We had quite a tough meeting yesterday as ds school. The upshot being that we have negotiated for the Communication Support teacher to come and set up social stories and it has now been recorded that he has additional support needs. Ds has ADHD, AS a working dx of dyslexia, at age 7 he has a sight vocab of 5 words and severe phonological weakness and refusal to write behaviour relating to his conditions, try telling them this!!, which are displayed in forms of violence to adults, destruction of property and running away which he has done a number of times at school including yesterday! Next term he will have a newly qualified teacher and her non contact time will be covered by his current teacher who he does like. He sees learning support twice a week for 30 mins each time with another child and has support in class 3 times a week again for less than an hour each time to help him with work in class. We have been told that he can't have support at breaktimes, he has only just got his full allocation of breaktime back, because he runs back in and out of school making him hard to locate. They also think he is calmer if he isn't out. FGS he is hyperactive he needs to get out and run!! In class he can only concentrate for very short periods and they don't feel an adult will help. I suggested taking him out of a busy environment when he wasn't on task and was told it was me who wanted him fully included! I don't think he is getting adequete support and very little is being done to suppport his AS and ADHD. Am I expecting too much or being fobbed off??? Interested to hear your experiences Carrie Quote Share this post Link to post Share on other sites
Flora Report post Posted June 7, 2006 Carrie, You're being fobbed off for sure. I won't go into my expriences on your thread, but I've had to fight tooth and nail and am continuing to fight tooth and nail for the tiniest bit of support. The problems your son has sound worse than mine so you really need to get them off their bums... Lauren X <'> Quote Share this post Link to post Share on other sites
Zemanski Report post Posted June 7, 2006 Com, almost 14 has loads of support - full time 1-1 including lunch and break,1-1 and group AS specific teaching, group social skills, maths 1-1 (AS level), individual PE programme, life skills, access to quiet area, exit card..... but it isn't working so he's not in school now took till this year to get all that, at primary he had nothing till Y5 and then only 50% and none of the extras Quote Share this post Link to post Share on other sites
smiley Report post Posted June 8, 2006 Most definitely fobbed off. M's 7, and has constant 1-2-1 (breaktimes included), visual timetables, visual clues around school, his own workstation (with surrounding walls), differentiated curriculum, OT, Autism outreach worker, SaLT and EP regularly going in to school...... I could go on forever.... None of this came without a fight from me (and M!!!). He's still not coping - i'm in the process of requesting a statement.... Sound to me like you son needs (and deserves!!!) much, much more help than he's getting - i'd start pushing if i were you. Quote Share this post Link to post Share on other sites
LizK Report post Posted June 9, 2006 My four year old started school this term. He is currently on SA+ but has just be given a provisional statement. He currently has full time support including playtime and lunchtime support, EP and Autistic Outeach are involved and the SALT will visit twice a term for the moment. He has a chill-out beanbag and fiddle toys in the classroom, a visual timetable and IEP. He does a lot of work with his classmates but if he gets hyper or restless he gets taken for a walk or sent to run around the school running track! The children do a lot of work outside atm and he is encouraged to do be out as much as possible Support for Adam at play and lunch has been vital. At playtime it is to help him with socialisation and playing, at lunchtime it is to give him the opportunity to spend time inside the classroom on his own in quiet being allowed to be autistic and doing something repetitive or calming. The change at luncthime has only happened this week as he was finding the noise of dinner time and having to socialise for over an hour to difficult to handle Lx Quote Share this post Link to post Share on other sites
Elouise Report post Posted June 9, 2006 Before I begin I would like topoint out my kids have exceptionally good schools that are keyed up on ASD and its co-morbities. I agree your being fobbed off. Sam and Annie go to a mainstream school. Its listed as a regional resource for demonstrating inclusive practise below are some of the things they do for my two. Sam ADHD / Aspergers/ Allergies & Gifted and Talented. Mainstream (has won awards for inclusive practise and teaches other schools re inclusion) FULL Statement Has his own LA who is with him for all English lessons, leaves him to it for science and maths at Sam's request and makes herself available if he gets stuck. All other LA and TA in the school know who Sam is and step in to help if he asks or if he looks stuck or appears where he is not meant to be. The school has also created posts for three roving behaviour mentors who step in when any child becomes challenging stuck distressed or just needs to step out for a break. (that really won my vote!) They also created a science club at lunchtime and allow him to access the library/computer suite with the nominated behaviour mentor (who assists at lunchtime in place of the TA's and LA's) when he gets fed up with the other kids but they also encourage him to try and join in outside and they have play assistants who run non competitive playground games for children who need structure and support to mix and join in. Playground pals system. They ALWAYS use social stories, always back up abstracts with symbols and ALWAYS give him photos and books etc on any new changes. they even make external visitors formally introduce themselves to him by letter with a photo attached. Annie Pead is puzzled thinks its DAMP waiting for CAHMS to have another guess Mainstream High Focus Plus School pays for LA to help her with English/Maths and recording work Provides gross and fine motor OT bought in from local special school Provides specialised interest groups at lunchtime so she does not have to be outside at lunchtime. Operate playground pals system to allow more mature pupils to help less confident. Provides extra sessions 1:1 in the 'zoom room' to give her chance to allow her cohesive learning Provide access to behaviour support mentor for when she hits 'overload' Quote Share this post Link to post Share on other sites
Guest flutter Report post Posted June 9, 2006 my dd gets nowt and i seem to remember at a meet that we wer told lots that there are lots of kids at the school with more needs than her Quote Share this post Link to post Share on other sites
PinkSapphireAngel Report post Posted June 9, 2006 Luke is 11, has dx of ASD/Aspergers/Dyspraxia/severe anxety he is on Rispiridone He is going threough statutory assessment so will HOPEFULLY end up being statemented, at the moment he recieves... 15 minutes twice weekly of a classroom assistant doing the O.T set programe 45 minutes once a week (if not cancelled) of a social skills group (which only began in September and Luke is the oldest by at least 2/3 years. Thats it apart from him using an alphasmart keyboard (when hes allowed to) which is on loan to him from O.T till end of this school year. He has been on school action plus all the way through primary school, he currently has no secondary school to go to in September. Quote Share this post Link to post Share on other sites
carrieq Report post Posted June 9, 2006 Thank you all for your replies, it is really interesting to see the differences in provision. Prior to the meeting I spoke to an advocacy group and will let them know the outcome and see what they think about how best to push for more support! Carrie Quote Share this post Link to post Share on other sites
