Tag Archives: SENCO

Tips for preparing preschoolers with Aspergers for full time education

13 Jan

School isn’t an easy place for the child on the autism spectrum. Here’s some tips to prepare preschoolers on the autism spectrum for what lies ahead as well as some tips designed to help you, the parent, find the right school for your child.

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1- If possible introduce your child to a play school or a nursery setting so that they are given the opportunity to get used to being around other children. If you don’t, then you run the risk of problems when it becomes compulsory that your child is educated.

2- Introduce social stories that are centred around that of your child’s first day at school. Continue using social stories that cover school in general… especially trips, sports days and other activities that don’t happen on a daily basis.

3- When deciding on what school to send your child, take your time looking into the different options. If your child has a statement you also have the option of looking into special schools.

4- If possible take your child with you to look at schools. They may only be a pre-schooler but its important to see how the school sits with them. Be sure to choose a school that has experience of educating children on the spectrum and one that offers all the support your child will require.

5- Check ofsted reports as well as online reviews its important to do lots of research when it comes to schools.

6- Ask teachers if you could possibly take some pictures of the school and classroom setting (obviously not the children)! It would also be great if the class teacher and head teacher wouldn’t mind you taking a picture of them (the teaching staff). With these pictures you can build your child a social story that is centred around the school they will attend.

5- Pictures like those above could also be added to a child’s visual timetable. You could even create them a travel book. Inside this book you can display pictures of the teacher, toilets, playground etc… This would allow the child to use visual clues throughout the day in a number of ways. It would be an especially great tool for the non verbal child.

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6- Engage your child in role play. Have fun playing a game of schools, therefore preparing your child for the real deal.

7- Prepare your child for the world of education by starting out early. Giving a child a head start in education is a wonderful gift regardless of whether they have autism or special educational needs. Counting games and colour matching, arts and crafts and reading are all great ways to learn and will help your child practice concentration techniques needed for the classroom.

8- If your child has poor sensory processing then start introducing them into the world of sensory play. By playing a number of sensory games, over time such exercises could help your child adjust & adapt to different types of sensory stimuli.

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Above image from my autism and sen pinterest board (pinned from the awesome site Carrots Are Orange

9- If your child is yet to be diagnosed then do all you can to get professionals to see your child as early on as possible. Lots of children are diagnosed as being on the autism spectrum much later on once attending school. Children with Aspergers can often find themselves struggling in primary or even secondary school, while parents are battling the system for that of a medical diagnosis or a statement of SEN… quite often its usually both. Though, it should be noted that some traits of autism, especially Aspergers Syndrome may not surface till much later on, once a child is in school. Its not always a struggle to obtain the diagnosis. Good schools and SENCOs may be the first to spot a problem and therefore refer you to a specialist for an official diagnosis.

10- Children with Aspergers prefer a good set routine. School is a very structured setting and the child on the spectrum will really like this aspect of their school day. However, there are times when routines have to be slightly altered and changes need to take affect. We have found that unannounced supply teachers upset little man more than anything (even when he does have warning he still finds it hard to adjust)! Be sure that your child’s teaching team fully understand the importance of routine and the need to inform you of changes asap. Of course there will be times when changes are unavoidable and occur last minute but the earlier you know the better prepared your child will be for the change… However big or small it may be.

School is a substantial part of a child’s life. It is a place they will attend 5 days per week, for an average 6 and a half hours per day. Its imperative that they are comfortable in their learning environment. As parents it is our job to see that they are!

My Daughter is on the SEN register – School never informed me

4 Jul

My last two post have been about my recent court appearances in relation to my daughters school attendance being 80%. As to gather evidence to defend my case I wrote to the school under the Freedom of Information and Data Protection Act, requesting access to my daughters school records.

The first folder handed to me was a yellow folder, inside was information relating to her Special Educational Needs… Excuse me… What Special Educational Needs (SEN)?

I had asked both verbally and in writing if my child had sen! When taken to court for school attendance a few years back, they asked the LEA if my daughter had SEN… The answer was NO! School reports have been given and academic review meetings have taken place… Yet, no one mentioned the word SEN, No one ticked the SEN box at the bottom of reports… NO One!

My friend accompanied me to the school to look through her file. You see while fighting for a statement of sen for little man and during a discrimination battle with the school I had requested his record and it was filled with shocking discoveries… I didn’t want to be alone.

I sat with the file shaking in my hand, tears rolling down my cheeks, I couldn’t speak, I was angry and sad! Lies… Lies… Lies!

I was never told my son was on the register, not even during the period of time he was being assessed for Aspergers Syndrome. School told CAMHS they had no concerns… They held up the diagnosis period for almost 2 whole bloody years.

My son was placed on the school’s SEN register in 2005 as soon as he started school… I discovered this in 2009!

(luckily little man now attends an independent special school)

My daughter still attends the school and despite my outrage and arguments with the school for not fulfilling their legal duty of informing me that my son was on the SEN register, they have done it again…. Why?

Alice-Sara placed on SEN register in 2009, I discover she is on the SEN register Monday 2nd July 2012, some 2 years later.

The law states

The Education Act 1996 s. 317 requires Governing bodies of schools to… Inform the child’s parent that special educational provision is being made for him there because it is considered that he has special educational needs.

I looked at the SENCO in the face when I asked her if my daughter had SEN a year ago… She lied. Every time I brought up the fact I wasn’t told about Little man being on the register, her defence was that she wasn’t the schools SENCO then so their is no point complaining to her! All the time she had placed my daughter on the register and was lying out her backside.

They didn’t tell me as they didn’t want me to use it against them in the discrimination case and when I attended court for attendance!

She is on the register as she has issues with literacy… She is said to be great a Maths.

I was left feeling guilty… Like I could have done more to help her.

I cried… I wasn’t assumed of her… I just felt sad… I don’t know why!

I have a meeting with the Head teacher tomorrow! I have questions, the same ones I asked about my son! I want to know why they continue to do this. After all I bet the LEA were aware of my daughter being placed on the register, the school get extra funding for those that are.

It’s now a new head teacher and the SENCO left a few weeks back (I wonder that if she was still there, would she of allowed me to get my hands on that yellow folder?). I guess this will result in a lot of blame pushing. However the governors have failed my children and all must be held responsible for this.

I’m tired of fighting but I won’t let this lie. I’m currently looking for a new school and writing a letter of complaint. Once was enough but twice… That just takes the piss!

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Stages of SEN, Is my child receiving the right support

23 Oct

STAGES OF SEN

 Is my child receiving the right support?

 The stages of SEN are known as the ‘Graduated response’ that all maintained educational settings must abide.

 Some children will receive a statement even before starting full time education. This would only happen if the child in question had such needs that would undoubtedly require extensive provision to be made when the child was to start at school. Sometimes this maybe due to the child having a severe learning difficulty or disability, one that is discovered in the foundation stages of education, between the ages of 3-5 or even before this.

 However, many children go into full-time education (primary years) having either no medical diagnosis or any obvious learning difficulties (this is especially true for the child who has ADHD or high functioning autism).

 All maintained schools must by law publish a SEN policy that should be made available for all to see. The special educational needs co-ordinator (SENCO) along with the head-teacher and class teacher are normally a concerned parents first point of call. The SENCO’s key role and responsibility is to ensure that the SEN policy is being applied and its content remains efficient in how it applies to the school and the children in it. (though it is also the duty of the governing body and head teacher to ensure all policies remain up to date) The SENCO will also have the role of  ensuring the provision that is made for each individual child who is placed on the school’s sen register, making sure this is effective and the child is therefore achieving. This is where the Graduated response comes into play!

 Note: Although the SENCO will be expected to provide such duties as those above, it is the school as a whole (head-teachers, class teachers, governing body , etc.) who must together ensure a child is given the appropriate support to ensure that educational progress  is made while social & emotional needs are met. 

 On entry to a maintained Primary School

 Note

On access to primary education all children should be assessed to establish their attainment levels and individual learning style.

 A child who is starting primary school and is noted as having special educational needs, will be assessed using the curricular and baseline assessment process, therefore identifying the level of need the child requires.

 The child should then be placed on the SEN register and staff (teacher, senco etc.), should work with the parents to develop a suitable learning programme.

 Parents should be kept fully informed on their child’s progress and schools have a legal duty to inform parents when their child has been identified as having special educational needs and are placed on the SEN register.

 What is the Graduated response?

 This is basically an array of different strategies that need to be but into place to enable children identified as having SEN a way to progress both academically and emotionally. These strategies are broken up and divided into groups. It is only when all these strategies have been tried yet failed can a school claim to have used all its own resources in trying to meet a child’s individual educational needs. It is at this point that a school will claim that it cannot meet the child’s needs within its own resources. This is the point a statutory assessment and possible statement is needed (however I will touch on this in the next post, ‘Request for a statutory assessment’)

 Note: Remember, there are times when exceptions have to be made meaning a child could go from school action right to the assessment process as the child’s needs have changed so much, even resulting in a managed move to a special school for the period of assessment (I will touch on this more in the next post, as above). 

 The stages of SEN

 Stage 1

 School Action:

  This is the first stage, when a child is identified as a child with Special educational needs (SEN). They are then placed on the SEN register and the parent should at this point be notified. Teacher, teaching assistants and Senior staff and of course the SENCO, must work closely together with the parent putting a number of strategies in place to ensure the child makes good progress. These strategies may not involve anything huge and in many cases work set out for the child is just slightly differentiated from the work of their peers. Many children progress well and eventually are removed from the register needing no further assistance. 

 What, if it’s the other way around and your child doesn’t make progress?

 This is when we move on to the next stage.

 Stage 2 

 School Action +

 When the child in question fails to progress on school action they will move to school action plus. This is often when the child’s needs require a much higher level of support. It is common step for the child who have social, emotional difficulties or those on the autism spectrum. It is also common for a child with such difficulties, to move from school action to action plus pretty quickly (however it’s the step after this that’s one of the biggest and hardest to reach). 

 What happens on school action plus?

 The SENCO will at this point have the use of external services if need. Everything needs to be fully documented, as the school will need to show the LEA that they are not wasting school resources (funding) when other courses of action could be taken. The child’s targets will be recorded on an Individual education plan (IEP) the IEP will state the child’s short term targets and the provision that will be provided as to allow the child to succeeded in meeting the targets described. There will also be space for recording the outcome  (whether the child meet the targets) and the date/term in which the IEP commenced as well as the date it will be reviewed. Parents should also have a hand in the issuing of the IEP giving some parental input. 

 It is at this point the school can apply to the LEA for additional funding for services that operate outside the school. External services could include, visiting services or the provision to appoint support stuff on an individual basis. It has been known for a child at school action plus to receive 1-1 provision throughout the whole of the school day, including break-times! However, it should be noted that the school cannot usually continue with this level of support and should have usually applied for the process of a Statutory assessment from the LEA (which is something a parent can also apply for)

 This is where I finish and will continue this within the next post, ‘Request for a Statutory Assessment’ which will follow soon.

 This post will be available to download from GoogleDocs for your own personal use. 

Please note that you will need to wait for a period of 24 hours before it is available on GoogleDocs 

Claire Louise 

The day my boy got his smile back.

12 Oct

I sat in the school hall watching the school nativity all the children in each year combine to create one marvellous Christmas spectacle! So, why was I sat with a tear in my eye? My daughter looked so beautiful up there, and god I was proud, off course I was! Though this wasn’t a tear of joy, something was still missing and that something was my son! As I watched his sister and the rest of the schools over excited children take part in a glowing performance,my eldest child, ‘Little man’ was sat at home, restricted from all participation! Why? Well, he hadn’t injured himself, he wasn’t hit by a sudden dose of stage fright, he was told No! Why? Because his school thought of him as a liability not a child, not a child with feelings, not a child at all!

There were lots of why’s! Some coming from myself directed at a head teacher and a SENCO who quite honestly didn’t give a shit! The why’s from Little man directed at myself, a mother without the heart to be truthful! Yet deep down he knew, I know he did!

You may have the word why running through your mind right now as you read this! You maybe asking, “Why I’m even writing this?”

Yes, the above situation wasn’t yesterday, it was just one of many crawl blows thrown at my child at the end of last year. The example above took place in December 2010.

Now, I know I shouldn’t dwell on the past, and I’m not (well, not really). It’s hard to forget and I doubt we ever will, though the reason it was actually brought to the front of my mind was for reasons of happiness and excitement, not sadness.

Yes, now in 2011 and finally in a school that understands him, I finally got to see my little man take part in a whole school activity.

This time as I entered my son’s school there was no stares or whispers. I spoke with fellow parents unworried about their response when they would discover who my child was. This is a feeling I’ve waited and waited for, now I finally have it!

It was the celebration of the harvest festival and parents were invited into school for a special assembly. Gosh I was excited, despite the fact I had literally had not a wink of sleep. With this in mind I headed off upstairs to chill for a bit. Little H was with his father so that left me a bit of mummy time. Running the hot water into the bath tube the air was filled with the scent of Radox relaxing bath salts, “This is the life” I thought as I slowly lowered a leg in the tub!

Ring… ring… ring… “Bloody typical” I shouted to myself aloud as I almost slipped and broke my neck as I frantically dashed for my mobile located on my bedside table.

“Hello” I spouted in a somewhat breathless tone (which couldn’t of sounded great) especially on discovering it was in-fact Little mans school who thankfully put me at ease instantly by stated “Don’t worry, there is nothing to worry about” Turns out the Little man has actually left his lunch at home, well, that or in his transport (the taxi he takes to school of a morning) His school don’t currently serve school dinners. This is mainly due to how new the school is and the fact there really is little point employing staff and serving food for under 20 kids (not like the little man will agree to eat it any how).

This only meant one thing! Mum would have to deliver that lunch asap! First I had to unearth it, I couldn’t actually recall seeing it since he left at 8.30 am that morning. I searched the house like a mad woman and at 11.50 and the school being some distance away (one train and a bus kind of distance) I began to worry when I still couldn’t find it! It wasn’t a case of just throw together another one, believe it or not I buy the stuff fresh each morning in some kind of hope he will eat it, so in-order to do so I’d need a shop!

As I darted out the door, on the mission for lunch something caught my eye! Surely not? Hang on…. No,… It only bloody is! There sat his Chelsea FC lunch box on top of the wheely bin. Well, I agree it’s not the most pleasant place to keep your lunch but with the clock ticking, I came to the conclusion, “It wasn’t actually in the bin! Would he actually need to know?” I guess not!

I finally made it to the school, red-faced and paranoid that I didn’t smell like the aroma of Radox bath salts, and more like a sweating scum-bag but given the fact no one smiled and moved away, I came to the conclusion it was my lack of sleep making me think this way (after all, it’s not like I hadn’t washed or something)!

The assembly wouldn’t start till 1.30 and it was half past midday and without a car and feeling like I was in the middle off nowhere I went outside sat on what was quite a pleasant little bench, indulged in my nasty but pleasurable habit of puffing a cigarette while scrolling trough my twitter timeline, engaging in far to many conversations to remain sane before going back inside to find my little man waiting for me in the reception-area.

“Mum, I’m not having a great day” he told me! Apparently no one was! The teacher described it as one of those days where the children all seem to be experiencing some kind of upset. Let’s not forget these children all have an autism spectrum condition, all face a range of difficulties and the smallest things can cause problems. Chatting with my little man it would seem he was excited yet a little nervous about his piece that he had offered to read in the assembly. My little man wanted to do the reading and was adamant. We read it together and he read it perfect! Confidence was the issue here something that had become smashed over the years.

As Little man went off to get ready I got to say hello to the very lovely Anna Kennedy. For those of you who don’t know who Ann is, I’ll enlighten you!

Anna isn’t only the founder of little mans independent special school for children with autism and aspergers, she’s also a parent of two children on the spectrum who felt her only option left to get her boys into a school was to open one herself. This wasn’t little man’s current school but another called ‘Hillingdon Manor’ in Middlesex and this all happened back in the nineties. Baston house (Little man’s school) is a school that Anna has open more recently. Anna has since established a bit of a name for herself as an inspirational advocate for autism and is also now a very successful business woman. I for one agree that Anna is inspirational, actually she’s a breath of fresh air to the autism community and I couldn’t be happier to have my child in a school that has been made possible by this very woman. My guess is many parents feel this gratefulness that I am currently feeling as I write this down.

Having spoken to Anna for some time (way before little man started school) on networks such as twitter and facebook (Little man also appeared on a news report on bullying that Anna organised) it was lovely to finally meet her in person.

As I sat In the hall waiting for the children’s performance I felt proud that my son was a part of it all. He ran around and his anxiety was a tad increased, plus the fact I was there meant he become a little bit of a terror, but so did a few of the children. What was magical was the fact no one made an issue about it, if the children ran from their chairs or dashed off behind the stage curtains they were encouraged to come back to their seats in a clam and unthreatening manner. Not one teacher raised their voice, not one!

The vicar from the local church came to speak about the occassion in which the children were celebrating. The table was covered in food that the children had donated. I had to laugh when the vicar stated, “Look at all this lovely food you all brought” only for one young man to shout out, “Actually, I brought in most of it” What a classic!

The vicar told a story to symbolise what the true meaning was of the Harvest festival and the children did shout out some pretty random things (little man more than anyone else, I think) Any other school he would have been reprimanded for such behaviour! They all put up their hands but just could not retain the urge to state what it was they wanted to say, this however was fine!

When it came to the reading Little man and a few others gathered at the stage. All giggled and in turn each took the microphone and read aloud (beautifully I must add)! Little man was last and as he took the mic he said one word and then froze. He turned to his TA and stated “I can’t do it, please do it” I knew he could read it, after all I heard him not half an hour before when we practised. My son hadn’t ever been given such a chance till now and his confidence just wasn’t there! Then something beautiful happened! Two of the staff, including his teaching assistant (who he is most keen on) and the other boys who had previously read came together with little man and read the poem with him. There was no laughing at him, no nasty remarks and no huff from the teacher, just pure encouragement!

I didn’t only write this post to express my delight at the situation we are now in, and although I wanted to share such delight with you all, I have another more important reason!

“When life seems like it cannot get much worse and you’re in the height of your long fought out battle to get your child what they did! When you think there really is no light at the end of that very long tunnel, please don’t give up, just remember this post!”

Those of you that take your child to school everyday and collect them without a hiccup, you should never take such straightforwardness for granted… You really don’t know how lucky you are!

Thank you to everyone at Baston house for giving me hope and giving my child back his smile, the greatest gift of all.

Related articles

Do your homework!

20 Aug

As a parent I’ve read many articles floating about the net, all written with the aim of assisting parents who have children returning to school this September. I find that many do not offer any information to assist those parents of the “non typical” children, the child with autism or aspergers.

 In some respects I kind of think, “Well, why would they” but when I  think about the high numbers of children being diagnosed as being on the autism spectrum, I ask myself, “Well, why the hell haven’t they!” I’m no expert, “Far from it” but as a parent of an almost 11 year old  boy with a diagnosis of Aspergers syndrome who has been through both mainstream and special school (where he thankfully now resides) a child who was an active school refuser, who had been excluded more times than I care to remember, I have needed to tried one or two techniques aimed to ease the whole returning to school situation! It’s these few little techniques that I am willing to share with you here today! Sadly there are no quick fixes, believe me I know!

  I Hate this uniform

 Uniform, a total nightmare for the child with autism, especially the one who is tactile defensive! We all like to buy new school uniforms at the beginning of  the new school year (we often don’t have a choice what with the rate they grow)! However, if that uniform still fits, don’t change it! Of course there are those times it unavoidable, change of school, the start of secondary school is one great example that a new uniform will need to be brought! When little man was at his mainstream school, they suddenly introduced a new school uniform policy. Uniform posed a massive problem for little man causing all sorts of issues (even exclusion). He went from no uniform to full uniform, a huge change for any child! So, Here’s some tips on ways to make wearing uniform that little bit easier for your child on the autism spectrum!

 Get it washed

That’s right, wash new uniform in your usual detergent, not once but a good few times prior to your child returning to school. Use a fabric softener and if possible dry in the tumble-dryer as opposed to the washing-line, where clothing tends to become stiff. The tumble-drying of uniform will help to create maximum softness of garments.

 Test run

Get your child wearing the uniform for a few minutes each day increasing the time as you go. This enables your child time to get used to uniform rather then expecting them to wear it for the first time when returning to school. Think of it as wearing in a new pair of  shoes to ensure they don’t hurt your feet when you wear them on your big night out for the first time.

Let’s not go Shopping

 Most children with autism hate the prospect of shopping, even those that enjoy it fail to cope with it well. If you are lucky enough to be in the position of leaving your child with a loved one when doing your, “back to school shop” then do so. If something don’t fit you can always return it! Shopping online is another good idea. Try to buy from those you have brought from before. This way you will have an idea of the ranges they stock and the service you will receive (fast delivery, good  returns policy , etc.) Your child will also be familiar with the texture, material of the clothing, important for those who are sensitive to certain tactile input. If you do find you have to take your child shopping then go at a quieter time/day. Have the aim of buying everything in the one shop (if  possible). You can also check stock before hand if stock is in! Some stores will be helpful enough to check and then hold the items back (especially if  you explain your situation) This means you can pretty much do an in & out job which could save your child from experiencing a sensory related meltdown!

 Advanced preparation

 Most schools will introduce all children to a new teacher or learning environment (classroom) before the last day of term. This is fine for the typical child but those on the spectrum may require that bit extra!  If your child is in a special school then it’s my guess lots will be done to prepare your child for even the smallest transition.  Mainstream schools also have a duty to make reasonable adjustments for the child on the autism spectrum and this would be considered one of  those adjustments! Speak to your child’s teacher or school senco to see if the child  could maybe spend extra time with the new teacher in the run up to the end of term (school year). Maybe arrangements can be made for your child to spend a  few hours per week in the new classroom starting a few months before hand ( though there are times that schools will not be aware of the child’s new learning arrangements till the last few weeks of term, nonetheless, careful preparations need to be made). All the above and more should be done for a child making the transition from pre-school to reception and those off to secondary , etc.

 Social stories

 A great idea would be to create a social story for your child. This could be done with the help of your child’s teaching team. A picture of the new classroom  in-which your child will learn and even a photo of the new teacher could  prove a massive help. You can spend time going through your child’s social story with your child during the school holidays. If this is something you haven’t done already, don’t panic! You can create a social story with the focus of change and returning to school with cut-outs from magazines, newspapers or from visuals downloaded from the net, it’s never to late!

 Visual aids

It’s important to use visual timetables at home if used in school, this helps to create some level of consistency. Many children require images & picture symbols where others do just fine with words. Visual timetables can be expensive but you can get creative and make your own (maybe I will show you how in a post one day). Be sure to highlight during the holidays how many days are let till the return to school (Children on the spectrum like to know what’s coming next). We had this highlighted at the side of  little mans home made magnetic timetable. We just used the symbol for school with the correct number next to it as to indicate how many days remained till he returns to school. This is also a great way to avoid school refusal.

Consistency 

Another good thing to do is remain consistent throughout the school holidays. I mean keeping the bedtime routine the same. Sadly little man has trouble maintaining bedtime routines at the best of times which  technically puts me in no position to advise on the matter! Still, the concept is a good one, which is basically to keep things the same! Who knows it could work for you.

 Well, that’s it, I have an arm arch from the typing, so I’m done! I hope my little tips assist you in some way, even if it just makes one thing less trying that’s got to be something?

 Little man has just two and a bit weeks left. Here’s hoping we have a  good return to school.

The fight to get it right

27 Jan

It’s not easy being a parent, the choices we are faced with can be overly overwhelming. For our choices impact greatly on our children. We are forever making decisions for them, sometimes it’s done with ease… What to dress them in as little ones, what to get them for Christmas & birthdays, what time is bedtime and how much pocket money to allocate. Other times these decisions are far bigger… choosing a doctor, dentist, vaccinate or not vaccinate, school placement, diet, when to start increasing independence… Although many parents find these decision hard, having to make them for a child with AS or ASD is daunting. Choosing the right dentist for example… If you get this wrong and the dentist is somewhat ignorant when it comes to AS/ASD the impact on the child can be huge… a display of public meltdowns everytime they have a checkup isn’t desired. having experience on parenting a child both on and off the spectrum has highlighted the difference my decisions can have on the children.

I now hold this paper in my hand that is full of decisions that would make up my child’s educational further. Yet these were decisions that were not made by me but someone who had never even met my child but was based on the observations made by others and the conclusions they drew. Some of this came from doctors who may not know us personally but on a professional basis for sometime, others were educational professionals who to be honest don’t really know him at all despite his existence at his previous mainstream school for the past five years, the EP who had only meet him the once and an AWO who had always considered it her lifes mission to prosecute me for non school attendance instead of looking at the “whole” picture (how helpful when your little aspie is ripping your hair out from the roots as u try and get him out the street door to go to school!) Then you have the outreach workers who have met him once or twice and despite giving such good advice u still feel a tad concerned as your the parent and it is out your control. The only chance I had to voice my concerns was through the parental advice I would give that I was sure to make both detailed and impactful, not missing a point… Fifteen, A4 pages is a detailed report that I hoped would make some impact.

For all those who have not yet gathered what the hell I’m yabbering on about.The paper I am referring to was the paper so many families fight so hard to hold but are never given that chance. It was little mans proposed statement of special educational needs… and to be 100% honest it was mostly a load of rubbish!!

I’m not no blonde dizzy bimbo who has a head full of air, I’m also no Einstein … but this statement was ignominious in it’s current form. Yes it could be used to access a “special school” but in terms of providing him with support it was useless, the provisions were largely made up from common sense! and though many teachers need to be told this in way of a statement, there was so much more they should have provided! Did I expect anything less? “No!” yet it would have been great to be surprised, but hay we can dream!

So what was the problem? Did it not describe all little mans needs in part 2, was the description not detailed so as not to leave any doubt to what his needs/difficulties were, did the objectives in part 3 not cover all his current needs, did the provision in part 3 not meet the needs of the objectives and provide provision for every difficulty listed in part 2 or was the provision not specific and quantified leaving no room for doubt at who would provide it, monitor it, how long it would be given (hours per week) and how often he would receive it? Maybe it was the use of wolly fluffy words like: “reguler, access to, opportunities, encourged to” that were my problem?

Funny enough it was all the above!!

Yes, every possible issue was an issue! The appendices was filled with advice from those I mentioned above & funny enough a huge proportion of this advice was actually good. His own senco had however wrote hers in a way that was considered by myself as pure ignorance (she just seemed to make him out like he was a brat) however his behaviour outreach teacher gave a fantastic report and great advice. Reading it back today it’s clear to see that regardless of her only having known little man four or five months, she “got it” she wasn’t a specialist autism teacher but at times I wondered. She was in fact an outreach from the PRU the school tried to place little man in (you know the one that had that who “lock down” style going on) The special schools outreach teacher wrote a reasonably good report which given that they had only observed him the once was pretty good (thing was the school she was based later said they could not meet little mans needs when we tried obtaining an emergency placement) the communications and outreach (ASD “specific” outreach team) are always super and it showed in there report. AWO “yep that’s attendance welfare officer to you and me” wrote half a page that just consisted of his attendance issues and not much else ( no surpises there then) As for the SALT well, I think obtaining a report from 2008 isn’t much use to anyone…. The fact that the school attached his ADOS report (autistic dignostic obsevation schedule) that was carried out by a ASD specialist SALT in 2009 as part of their evidence attached to their advice, the LEA still igonored it and chose to go with the 2008 report. This just shows how sly these foxes are. It’s my understanding the LEA are meant to be following the Cop (code of practice) they should therefore obtain reports and advice given on his most current difficulties, if they want to use a report that was taken from a SALT who visited the school when little man had little issues… was somewhat aloof at the time and just happily faded into the background. Just because it stated he had no SAL problems then I’m inclined to insist they also use reports from 2007 detailing traits that warrant no provision today but did then. These traits are no longer an issue as they have been replaced by others. my point is… Do u think the LEA would have used the report if it indicated high cost provision should be made? The ADOS was clearly backed up by all additional advice including the EP so it was only reasonable it was used instead. If not another SAL assessment should have been ordered. As for the EP report I was surprised… I had heard the horror stories regarding them writing reports that were not very beneficial due to the fact they were employed by those wanting to draw out a budget statement. She gave a pretty good report and picked up on problems such as his sensory sensitivities and literal understanding of language.

Despite the fact most of the reports reflected one another the LEA choose to leave difficulties unlisted, or just including them in part 2 only to not provide for them in part 3. I love how the parental view only gets a small dedicated sections comprising of two or three short sentences… Yet we are the best professionals to ask when it comes to our children, no one knows our child better then it’s parents, no matter how much they think they do!

Well, I’ve spent a little short of two long weeks making sure these “decisions” that were made with little control from me are amended by writing my objections and suggested amendments. I also made my prefernce for a school placement in part 4. Its fair to say that this was the hardest report I’ve ever written… I cried, got frustrated, laughed like a loony, feel asleep, swore out loud and researched a stack of reading of reading material while I typed… It was one emotional process because it is an important one, and having taken this long to get here it had to be right

If statement were for sale, this statement could be brought at our local Tesco store (British supermarket for those more far a shore) you would find the statement on the economy shelf displaying the words Tesco Value range or if sold in sainsbury your looking at the basics section.

Money, it all boils down to money… To them the statement has to be in line with the use of the LEAs efficient resources!
To us that means your screwed because the LEA are tight fisted numb nuts preferring funds to go to the most needy causes like student artist who receive a fat hand out so the LEA can display “pointless ugly art” around the borough.

So here’s my advice to any parent just starting their journey…
… Get ready for the ride of your life. Walking into the world of SEN is like riding the worlds tallest fastest bumpiest never ending rollercoaster… Once your on it’s pretty hard to get off!

REINTEGRATION INTERVIEW

25 Mar

It’s Monday 22nd March, Little man is on his last day of exclusion from school. This means that at 2.45 pm today a reintegration interview/meeting  at the school will take place. I can’t Wait!

Yes I am willing the day to go faster, 2.45 pm can’t come quick enough! I have been trying to get a hold of this Head teacher since we left school Thursday afternoon. For those who haven’t read my latest post little man was not only excluded for the second time in two weeks but he had also been restrained and humiliated. No I was not informed that restraint was used on my son, Why I don’t know as I had just stood and spoke to the Head teacher and nothing was said. I spent most of the day with my hand and ear stuck to my mobile. I wasn’t getting anywhere and when I collected my daughter Alice I was again told that yep his busy!

Come Friday despite taking and collecting my daughter from school I still haven’t seen the Head teacher. I knew he was lying when he wrote on the exclusion letter that Little man had been throwing playground equipment ( DANGEROUSLY I MUST ADD ) Why had he not given me this reason when I had collected him from school? Surely you would tell the parent the child was excluded for the most serious reason! Well I would have my answers pretty soon.

2.45 pm Me and little man are at the school. The Head teacher calls us into the office where I turn to see the Senco sat with her pen and paper to hand. Didn’t expect her to be there but was pleased it meant both could hear what I had to say! This was an important meeting for me, I considered this to be my opportunity to express my concerns and I wanted an explanation in regards to the restraining of my child. The Head was acting anxious but also a tad rude. This wasn’t unusual but something just felt funny. He repetitively said now we must be quick. He kept looking at his watch and was displaying a certain awkwardness. We had only just got through the office door yet he was rushing. I knew what was happening here! It was becoming more apparent that he was worried that little man had told me about being restrained. Either this or the man was just acting like a dysfunctional human being! He said that the meeting was to make sure we all understood that little man was to return to school in the morning and what would be happening in regards to little man rejoining his peers, And if little man understood why he was excluded. Bull!!! It was my understanding that the purpose to the reintegration interview was to discuss maters concerning the reasons surrounding exclusion, Whats been put in place in the way of provisions to help prevent misbehaviour and exclusion. Reach agreement on how the child’s education should continue, how best they can reintegrate and lastly explore wider issues and circumstances that maybe affecting childs behaviour! So as for the whole rush, rush thing I really couldn’t see it happening. I was to collect my daughter  from the infants at 3.25 pm and I was planing on being here till then. The Head told little man he would need to be here for the first part and then wait in the reception area why I spoke to him. Little man rolled his eyes crossed his arms and told him in kind of aggressive manner “WHAT EVER LIAR” The Senco turned to me in away to say are you going to address this rudeness. Reason I knew this was because of a pervious incident where little man had used bad language and swore as he walked through the doors when I had collected him early from senco’s office ( He was ongoing internal exclusion at this time ) Other parents stood waiting for their children to come out. I just wanted to get my daughter and get out of there before the upper bell went. I Removed little man away from everyone and as we walked around the side of the school to collect Alice I told him that his inappropriate use of language hadn’t gone unheard and words would be had once home. Well as I walked towards the gates Senco called after me in order to address my parenting skills! Hell yer I had steam shooting out of my ears and now little man was shouting abusive language at her as he ordered her not to bully his mum. I was appalled  That she had acted in this way. After all his behaviour at home was not longer an issue! Maybe teaching skills needed to be analyzed. Oh well I could now address the matter! I should not have to explain what strategies I have in place to manage little mans behaviour but I wanted to. I explained that in removing little man away from the situation and then addressing his unwanted behaviour was my approach that I had inforced over the last few months and it was now working nicely. I explained that by doing this little man would not have a meltdown in front off the other children and parents! And as the Head had put him on internal exclusion for misbehaviour at the end of the school day which was witnessed by parents and children then I felt it best to avoid a repeat of this unwanted behaviour! After all I was here collecting him early as the Head teacher wanted Little man off the school premises before his peers.

Once I had got that of my chest we carried on with the matter in hand. Little man had written something ( What he called complaints! ) He asked to read out what he had written! The Head teacher didn’t seem very impressed but what choice did he have. This was a 9-year-old child who wished to state his case.  However I myself was a little worried reason being was I hadn’t yet seen his five pages of complaints and as most may already know little man liked to tell it how it is. To use the word blunt would be an understatement. I also wondered GOD HOW MANY SWEAR WORDS HAS HE WROTE IN THAT! Well I was to be surprised! Not one, Not a single swear word. His wording was formal and in no way rude! It made me almost cry but also made me want to get up and kill um!! How dare they treat my child like this! He was my son and they were treating him as if he was worthless. As he read out loud the Head and the Senco looked shocked! And not at any given time did the Head teacher defend nor correct little man on what he read! Instead they sat silently with mouths wide open and expressions of worry spread across their faces.

The first issue little man rose was why didn’t you tell mum you grabbed me? Why didn’t you tell mum that you carried me? Why did you lie and tell mum I throw playground equipment? With this I butted in asking little man if he did throw anything. As you can guess he said no explaining that their wasn’t any playground equipment to throw! Turning to the head I ask the same question. Once he manages to get his words out he tells me that yes there is these little green and red things that he can’t remember the name off. With this the Senco butts in and tries to help him with his fiction! Sadly they both ended up looking like a pair of big nose fibers. Little man was shouting Liar, Liar and shaking his head. I could think of a better name to call them but remained from doing so as hard as it was. Then I asked if himself and TA had grabbed and carried little man to the office. Again after a struggle with  his speech he tells me yes but followed the restraints guidelines with in schools restraints policy. I asked if little man was throwing the so-called playground equipment at the time. He told me no he was running and swearing! Little man told how the TA grabbed him and the Head teacher laughed and said good job I will get his legs. He went on to explain that as he was carried through the playground he felt humiliated and worried about getting hurt! He also asked why he never had lunchtime like his class peers, Why he was given one 2 one at lunch only for it to be removed as punishment. He told how he felt angry because they made his mum cry and lastly he expressed that exclusion made him feel hated. You can only imagine how angry I was! I looked at them both and waited for one of them to explain or give answers, after all these were questions he wanted answering. Many of his sentences finished and started with the word WHY? Still their failure to offer explanation said it all. Little man picked up his rucksack and walked to the door in order to sit in reception and wait for me to finish. On leaving he told the Head teacher to keep the sheets of paper that he had left on the table! He would need to read them so he could see what needed doing to make the school better because it’s really S**t right now! Ops there it is! I knew a swear word would have to be expressed sometime soon.

When Little man had left I stated my concerns not only for my son’s education but wellbeing. I let it be known that restraining my child or any of my children was not allowed! I asked why he had not informed me of the restraint incident after all I had collected little man from school as he was excluded. Himself and the TA in question were in the office with little man when I had arrived. He told me he was sorry he must have forgotten. Is this man who is paid to look after my child for six hours a day under the illusion that his explanation is in any way good enough? My expression must have said it all as he went on to tell me that he will be sure to in future! Is this man trying to get me on assault charges? I was very close to introducing him to my left foot. I repeated that there wouldn’t be a next time.  Other concerns I raised were his use of exclusions. He had a lot to say on this matter! He had well and truly found his tongue. He almost sounded aggressive as he defended his actions. I asked if there were more constructive forms of punishment? After all my child was on the autism spectrum he needed structure and routine. It had taken so long to get this far and now it was as if it didn’t matter. There were no accommodations made for little man the provision that was in place had only been there a few months some days even. When I spoke in addition to his unofficial exclusions The head kept asking whats My point? He wouldn’t let me finish in order for me to reach the point! Instead he continued gruelling me. He asked me to give him the definition of  unofficial exclusion. Was this a test to see if I had done my homework on the laws surrounding exclusion and education? Did he also want me to point out the inadmissible evidence I had to prove his incompetence in being a respectable Head teacher? Further more did he want me to do it in front of the Senco? By using the term UNOFFICIAL I meant that on two occasions you have asked me to collect little man from school and chosen to not document this as an exclusion! Therefore this is considered to be unlawful. Wow he was shaking his head like the Churchill dog. He told me I had misunderstood! He wanted me to come in and help little man work but as I had the baby ( Yes my son 2 months old at the time ) I said it would not be possible! With this I asked to take him home. Not that I doubted my son in any way what so ever but the head teacher had just given me a fantastic insight into how capable this man was of telling lies. He was not only capable but also seemed to do it with ease. The Senco I must add never sat quite this whole time it was just that I found what she had to say to be compleat rubbish it was clear she was licking his butt and by doing so I perceived her to be as much a liar as he was. I stated that no matter what! He was the Head teacher and he let little man go home therefore it was his decision to do so making it illegal. We discussed internal exclusions which he also lied about when I brought to his attention that giving little man an internal exclusion that takes place in a special needs unit, room or other was also wrong as it had to be seen as a punishment. He had to stop using provisions as punishments and treats. It’s disgusting! He wasn’t getting one 2 one in class but was while on internal exclusion.

Much more was discussed but as you can see if this post gets any longer I could find myself in trouble with the blog police. So to round things up! Meeting went well, I learned that no matter what authority will always stick together. I asked to see incident sheet on the restraint and control that took place on the 18th March. I have also asked for access to his educational records within 15 school days, I want to see school polices on restraint and behaviour! My god he quotes them a lot. The big meeting will take place at school on the 29th. I will ask to record the meeting and someone will attend with me. I’m hoping that all professionals I have requested to attend will do so but I don’t hold my breath. Lastly Little man was meant to return to school the day after this meeting Tuesday 23rd March. This didn’t happen due to little man being up all night finally settling at 4am. I consider him to now be anxious about school then again who can blame him?

RISK OF PERMANENT EXCLUSION

14 Mar

If you have been reading the blog lately you probably know about little man getting excluded from school.

Well it gets worse If that’s even possible! He was excluded on Wednesday the 3rd March at 1 pm and was back at school on the 5th March. The exclusion was for a fixed period of 1.5 days. Well it was 8.30 am Friday morning and I was getting little man and his sister ready for school. I was getting a little worried that it would be hard for little man to settle back into his school routine but was very keen for him to get right back in there and give it a go. Little man seemed pretty keen to which was a blessing as refusing to attend had been a past problem. Just then my mobile goes It’s the school receptionist. She tells me the Head teacher wants me to bring little man in at 9.20 am as we have to meet and discuss what happens next. Well he goes back to school and gets himself on of those things called an education! surely that’s what’s next. 9.20 am is 25 minutes after the bell and if little man was going in at 9.20 am so was his sister!! We arrived and was greeted by the Head teacher. “Giovanni can you tell me the reasons you were excluded from school ?”  Little man looks at the floor and says ” YOU EXCLUDED ME! YOU SHOULD KNOW! I don’t think it was the answer the head was looking for as he asked the question another couple of times with little man firing the same answer back. “SO WE ARE NOT READY TO ATTEND CLASS THEN GIOVANNI ?” YOU MUST WANT TO WORK IN THE OFFICE WITH ME ?”  Little man shook his head. “Well if you can’t talk to me and give me the reason you think you were excluded maybe it’s best if you do” Hang on! The Head teacher had asked and he answered. You can’t keep taking him out of his class he needs his routine. If there is a problem in class removing him wont help in the long run. They must be able to see this by now. I expressed this and a number of other concerns before waving him off and setting off home.

I was scared to go anywhere. I would normally use this time to go and get the food shopping as it’s hard work with little man, his sister and my baby! But I was worried my mobile would ring and it would be them and I would not be able to get in to collect him right away! Or maybe I would have to leave the shopping and run. My mother who lives around the corner from me and his school would be working I’m sure! In case I gave mum a ring on her mobile in the hope she had finished and was at home. Not only was she still working but she gave me a good talking to. She was angry that I would put of doing day-to-day stuff in case they called. If they called then they would have to wait! I see her point I knew this but I still didn’t want to plan much just in case. 12.30 pm  I notice I have a missed call. Crap are my fears confirmed? I call back just waiting for the bad news. Phew the receptionist told me it was regarding little mans packed lunch It had gone missing from the trolley. This isn’t a first! They had given him a school dinner instead. He was having sausages and ice cream ( Not together I hope ) She tells me he isn’t really eating it but hey his giving it ago. I put down the phone and I remember thinking God how on earth is he coping with all them children making all that noise when using  cutlery! He can not stand the sound of the cutlery scraping on the plate, he says it makes him fuzzy and he freaks out if Alice ever does it at home he will flip out and most of the time this resulted in Alice getting hit.  Well there was no point in worrying so went about my day in the hope he was doing ok. I did my shopping and was pleased that I had done so without a single call 🙂  But once home I heard the dreaded Ring ring ! OH MY GOD! IT’S THEM! This time my heart was in my mouth. Whats happened I shouted down the phone like a mad mother. “Me and the Head have been discussing our options in terms of outreach support for Giovanni. We have contacted Brent knoll autism outreach team. This is a services that will offer… I butted in “I know I know I have read about them and I am also interested in their school so I know their services” “Well Ms Parkinson, this is not a free service and we will be funding it and you need to sign the paper work once it has come in. By the way the call was from Mrs Jeffery’s the schools SENCO! And I like the way they found it important to inform me that it wasn’t free! Cheeky gits!!! However this was fantastic news I was over the moon and felt positive for the first time in ages. I told her in a relieved voice that seeing the school number come up on my phone always made me panic. I have taken two calls from them today and with both heart attacks were in easy reach. She made a little noise that kinda sounded like a quick giggle. She said his had a few minor upsets but all is good. Wow I had less than an hour till home time seems his gonna make the day and I’m sure once Brent knoll are involved things will plan out.

It had been a few hours that the children had been home from school. Giovanni and Alice were sitting eating their tea at 6.15 pm when the phone rings. It’s the school Head teacher wanting a word. I roll my eyes and settle on the sofa in preparation for an ear burning frustrating conversation. And this is exactly what I got!  I’m sorry but Giovanni’s behaviour was so bad today that he may need to be put on a longer if not a permanent exclusion! Lucky I was sitting or I would have likely been falling. How can you go from a 1.5 day exclusion to a permanent one?? At 2pm he was fine a few upsets she said but nothing to worry about. That was a lie!!  The head says he has minor issues in morning but by lunch his out of control. His left the lunch hall a monster. I try to explain his been in that dinner hall trying to cope with his sensory processing  but he goes on to say no it was from lunch till home time. Yer! Point! How does that make a difference ? is this man crazy  don’t he understand anything surrounding ASD. Whats the permanent exclusion all about then? The Head teacher goes on to tell me that at home time he run around the deputy head with his fist together like a boxer and taunted her shouting come on come on you wanna fight, I’ve seen him do it hundreds of times he does it in a playful manner he kinda makes me laugh when his at it because his facial expressions really get me. I’m sure he was doing it in a playful manner. “No it was a threat that I can’t over look”.

He wanted him in on Monday at 9.15am and for me to collect him 15 min before his peers at home time. He would not be joining his class or even seeing them as he was to remain with the SENCO in her office all day apart from a one hour 1 2 1 he would have with a TA. He was even to eat lunch in the office. This was to be an In school exclusion. I checked it out and it can be done. I picked up on a few of their mistakes why dealing with this matter and contacted ACE who are great. Will have to share them mistakes another time as to many eyes around for me. I collected him from school after having been on this type of exclusion for three days  and once out the gate he burst into floods of tears. “I just wanna go to school and run about in the playgrounds I wanna see my teacher and be in class like everyone else.  It broke my heart and with this I promised him no more! If the Head Teacher don’t have Listen then it looks like home will be the safest place to be. I know this is what they want me to do but my main concern is for my childs welfare.

I have since contacted the LEA and told them about the possible permanent exclusion in the hope they assess sooner not later. I have also contacted ACE ( they sent the exclusion ace manual ) Parents in partnership, MP, Educational welfare officer, ISPA, and other autism support groups.

I just hope we sort it before it is too late and I’m home schooling a 9 yr old with a 3 month old baby to look after. Then dropping and collecting Alice from school twice a day. All this until a placement is found. Surly they see that this is best avoided. Yes I want him out of your school! But he needs another school placement to replace the one his leaving. permanent exclusion is not the right way to go about it.

SCHOOLS REASONS FOR EXCLUSION OF ASPERGERS BOY

7 Mar

Exclusion did not go down well with my little man! I was worried that he was going to enjoy the time of a little too much but he was quite upset  that he was not allowed to attend. What was worse was his anger at the fact he was not allowed near the school on the day and a half that he was excluded. I had to find somebody to watch him when I took Alice to school which meant she was late.

When I took him back to school on the Friday we had to see the Headteacher before he would be allowed to go to his class with his peers. The head asked little man if he knew the reason for why he was excluded. With this little man replied YOU EXCLUDED ME YOU SHOULD KNOW! The head was not impressed with his answer. He asked again and little man replied with the same answer. The head then went on to say that maybe it wasn’t a great idea for him to join the class just yet. Hang on you can’t keep him away form lessons for reasons like this. You asked he answered!! God do you guys understand nothing about Aspergers. Once the meeting was done I went to meet with the school SENGO to discuss my ongoing concerns.  I felt we were not making too much process with this I took the copy of the IEP she had given me and left. On my way through the office the RUDE receptionist called after me and handed me a white envelope which contained the letter I had been waiting on. The reasons for little mans exclusion.

Taunting and provoking a child, Telling an adult to “fuck off”, Putting himself and others in danger, Running into the school kitchen, Causing significant disruption, Consistent refusal to respond to a range of adults including the Headteacher and the Deputy Headteacher, Running away from supervision.

A nice long list don’t you think. What made me laugh was finding out from his class teacher that the school had visitors on the Thursday he was excluded. Yes ofsted were in school doing their inspection. The last time they had been at the school little man had stood up and said something rude to them. My son has a thing about people with notepads and clipboards he always thinks they are there to assess him as he remembers the lady who observed him at school as part of his assessment for a diagnosis of Aspergers. He was not allowed to know they were coming so they could observe his normal school behavior but he spotted them a mile of and now understandably  he things everyone is observing him. I wish I could prove that ofsteds visit was part of their reason in deciding to exclude my son. Yes they will not admit this but I know it has a hell of a lot to do with it. I wish i could have them up on discrimination but again this seems like a losing battle.

I spoke to ACE regarding the right in excluding little man just for lunch breaks. To my horror they can do this. Each lunch break will however count as a half day exclusion and after 11 full days it has to be reviewed by the schools governing body. If I consider the school to be excluding him unfairly I can take it to the governing body after 5 days I would also need to seek advice on discrimination act.

YOU CAN’T PUNISH ME FOR BEING ME.

14 Feb

Stress, stress and more stress. My  three major words of the week. To say things have been a little crazy is an understatement, Its been a rollercoaster!

Been meaning to write this post since mid-week, but things don’t always go as you would like them to. All parents can tell you that autism or no autism! Well lets see, Where I begin this rant is beyond me. How about I start by filling you in on whats been happening with school ? Ok here it goes. I warn you all it’s not pleasant been a sodding nightmare to be honest.

Monday I receive a call from the school receptionist. Talk about speak to me like something you find on the bottom of your shoe . Well I’m used to her rudeness but  I wasn’t ready for what she had to say. WHAT!! You want me to collect little man but it’s only 2 pm. His doing WHAT ? Great bloody great! I’m told by miss rude that his swearing, being rude to adults, running out of school, playing football in the corridors, not following instructions and well I better stop there. I’m guessing you are getting the picture. I’m told this has been going on since lunch break ( He always has problems at break times ) His now sitting in the head teachers office and still not cooperating . I rush down there leaving my 9 week old son with a friend to find him running a muck. Oh my how has it come to this? I know something has to have set him off, something has caused his behavior to erupt in sure an extreme way, even I was a little shocked at his tone and lack of concern for my presence. We have tried everything says the head. I ask if his teacher is in or has another teacher been filling in ? Turns out his teacher is off sick. I knew their was a underlining reason for this don’t they see there always is! His frustrated, over stimulated and lashing out in the only way he knows. We talk a little outside the office Little man wont stay put and keeps opening the door and shouting silly nonsense to be honest I just wanna get him out of there now. It’s decided that tomorrow he would return as I make myself heard when I state yes his behavior seems to be bad and getting worse every break time! Yes he kicks of when his teacher is not in! and I know his rudeness is totally unacceptable. But very big but I must add, You have said a statement is not really an option so In my opinion neither is exclusion. With this we leave and myself and  Little man have a long firm chat on the way back home.

Tuesday little man returns to school his told he will need to face a punishment for his behaviour yesterday. Thing is he really don’t care! I have told them that keeping him in through the whole of break is not acceptable. Reason is it’s all the time I discovered he rarely ventures out to the playground. Not through choice but because as a punishment for something or another his to stay inside. Angry yes I am. Can’t you see open them eyes people , My son suffers from a social communication disorder he has ASPERGER’S for the hundredth time. Is attending school with asd a punishable offence? You can’t punish my son for being who he is its unacceptable and damn right disgusting to be doing this every day. If your playground and dinner hall assistants are not experienced in autism that’s not our faut it’s yours. I had a meeting with his class teacher and the latest in a long line of Senco’s. I’m sure I have spoken about this meeting in a pervious post, and this post is long enough as it is. Basically Senco tells me they have no written document of little mans formal diagnosis in their eyes there never was one ( a diagnosis that is) Shocking!!  his been diagnosed well over a year what a sham. So his been having no extra help at all. Then shock number two. A statement aint going to happen. Well assess him and we will see. No his to clever. He may not write his work on paper but will answer sums beyond his years by shouting out in class. But if his not putting pen to paper how is this relevent. I already know my son is a clever clogs but clever clogs sometimes need help to. A statement would mean an assistant could keep a watch full eye over him at break times. Or some one can work on a one to one basis with him and help encourage him to write his answers  down instead of just being verbal. It’s easy to see things could only improve. With this his behavior is band to improve ! No his to clever and even through they express to me his behavior is so unacceptable that excluding him could be an action they may consider taking in the near future his behaviour would need to be worse in order to statement! I KNOW JAW DROPPING REACTION FROM MANY.  Well it’s Tuesday 11. 30 am and I am just running out the door to attend an appointment for the baby. The phone rings. Have you Guessed ? Wasn’t hard was it! It’s the school . This time it’s not that receptionist but the head himself. His acting in the same way as he did yesterday and I don’t think it would be wise if I let him loose a lunch. Ok you want to keep him in no way! I have no time to discuss this now im busy with that I put the phone down  and in total disbelief I carry on with my day. 12.40 pm Lunch time he rings back. You will have to collect him take him home for lunch and then escort him back for 1.10 pm How the hell was I going to put baby in pram scoot down to school get him home feed him and return him all in 30 minuets. The school is just a few roads down but this is totally inconvenient so I say sorry but I’m to far away you will have to deal with him. I’m being taken to court for five months of poor attendance from june 2009. Now u keep trying to get rid of him. He excerpts im to far from home ( something I call a white lie ) but goes on to say excluding little man for lunch time everyday may be the way forward. Shocked I hang up and as I try to collect my thoughts my mind races, blood boils and I reach for my Mac to get some advice no way they can do that. I can’t  be expected to do that everyday. How could I plan my day around that. NO NO THIS WAS MY TIME,  THIS WAS MUMMY TIME, NO ONE WAS GONNA TAKE THAT AWAY.  NOT GOING TO ASSESS HIS EDUCATIONAL NEEDS,  HE DONT NEED A STATEMENT THEN DEAL WITH IT.

Wednesday 10th February 2010

Court date.. Stood in front of three magistrates and pleaded not guilty in respect of poor  school attendance of Little man and Alice.

Will need to get a case together and  a solicitor to represent me. I am told this offence can carry the prison sentence.

I read though witness statements from the Attendance & welfare officer and was horrified in discovering they have gone as far as  to twist the truth and even state I said and did things that had never happen. Like I told the support worker they assigned me from sage educational trust that little man has hallucinations after giving him his medication and would write math all over his walls! And In the 3 years she has worked with us she had never seen this behavior. OMG Number 1 yes I said he writes math all over his bedroom walls ( she has never seen his bedroom ) I however did not ever state that he has ever experienced hallucinations a rare side effect of melatonin ( I have also just discovered that it’s a side effect of his medication from the statement ).  Secondly she has visited me at the most 4 times. Where in Gods name has she got three bloody years from?

Trail date set for 30th March 2010 at 1.30 pm

Wish me luck

Petition for more services and support, SEN assessments and statements for children with autism and Aspergers in UK primary school’s.

Being feed up with all the above and a massive list of issues not listed I have created this petition for the prime minster Mr Gordon Brown. The petition has had a lot of interest from other parents and careers of children on the autistic spectrum. It is being featured on many social networks, Groups and autism forums. If your one of the many wonderful supporters that has signed your name or passed this link on to family and friends I thank you from the bottom of my heart. If we are not the voice of justice for our beautiful children who else will be. Lets do something now before it’s to late, they have grown up and as a result of poor education are suffering in the adult world.

SADLY ONLY BRITISH CITIZENS OR EXPATIATES ARE ABLE RO SIGN. HOWEVER PLEASE SHARE WITH OTHERS WHO MAY BE ABLE TO HELP.

Deadline to sign is 11th April 2010

Aspergersboy petition 2010

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