Re: OT Ed Psyche recommendation please

[Guest guest]

What year is he is Vicky? Not year 9 yet? That is when transition

planning kicks in

Sally

MaddiganV@... wrote:

>

> Yes, please Celia, could you send me the details, I would like to

> speak to a few and see who would be best able to do a good assessment

> for .

> I think we have some time as AR was today, and I expect to have to

> challenge the new statement, having said that will be 13 in 4

> weeks time and I don't want the LEA faffing around in a cost cutting

> exercise.

> Thanks

> Vicky

>

>

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09:14

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[Guest guest]

Sara does he do written reports? We thought we would be OK with the report the LEA psyche provided, but at AR today he was back peddling and playing with words, so will need our own report.

Can you mail me off list please with some details.

Thanks

Vicky

[Guest guest]

Yes, please Celia, could you send me the details, I would like to speak to a few and see who would be best able to do a good assessment for .

I think we have some time as AR was today, and I expect to have to challenge the new statement, having said that will be 13 in 4 weeks time and I don't want the LEA faffing around in a cost cutting exercise.

Thanks

Vicky

[Guest guest]

Currently

using Dr. Simon Claridge based in Bath and so far I’m

really chuffed with him. he works for Bath LEA and is

really good at advising you on how LEAs think and how to win tribunals. He’s

given us a lot of extra time to explain things so far. We haven’t been to

tribunal with him yet but he won for my friend last year. We were less

impressed with the highly recommended ep we used

ourselves for tribunal. Let me know if you want more details for either. SARA

-----Original

Message-----

From:

Autism-Biomedical-Europe

[mailto:Autism-Biomedical-Europe ] On Behalf Of veronicamadigan

Sent: 08 January

2008 21:29

To:

Autism-Biomedical-Europe

Subject:

OT Ed Psyche recommendation please

Can anyone recommend a good Ed Psyche for assesment please.

We are challenging 's statement and looking for change of school

will need an independent report and might end up in tribunal again.

Maybe third time lucky?

TIA

Vicky

[Guest guest]

Vicky, I have used Dr. Jackie Dearden, who is a Senior EP in

Nottingham. She has done a brilliant report following a full day

assessment at home and speaking to all the people who know Adam. I

really rate her, having experienced lots of E.P.s and having friends

who are E.P.s.

If you like I can send you her details. She can be expensive but has

different rates for parents who are paying as opposed to solicitors.

She is not in it for the money.

She is published, and has good credentials. She is going to be my

prime witness at SENDIST.

Celia

>

> Can anyone recommend a good Ed Psyche for assesment please.

> We are challenging 's statement and looking for change of

school

> will need an independent report and might end up in tribunal again.

> Maybe third time lucky?

> TIA

> Vicky

>

[Guest guest]

Thanks very much Sara I will have a look at it now.

Vicky

x

[Guest guest]

Sally he will be 13 in Feb, he was kept a yr behind all through primary and went to secondary in Sept part time. He should be in what we knew as the 2nd yr secondary but is actually in the 1st.

The Ed Psche report was done for his transition and ranked him 4th centile overall.

He appears to have significant LD's and in the report he said his curriculum should be modified. I thought as they are not doing that in mainstream then we had an inroad to special school, but he now says having a helper sitting next to him would be modifying!

The bottom line is he has been in school since he was 5yrs old and has not learnt a thing, now they are trying to say it's because he only comes in to school part time, but this is only recent, all primary was full time.

I am under no illusion as to what he can achieve, but I do know he can be taught the basics, numerate and literate but it will be full on special ed if this is to be achieved, sitting in a regular mainstream class with some woman off the school gates when she turns up will achieve nothing.

I have the distinct impression that school are not fussed if he is there or not as they are a pretty high ranked mainstream school, probably more concerned with league tables than SEN.

Thanks

Vicky

[Guest guest]

Sara does he do written reports? Yes, Vicky.

We thought we would be OK with the report

the LEA psyche provided, but at AR today he was back peddling and playing with

words, so will need our own report. Yes, I would never be ok with the LEA one.

Can you mail me off list please with some details. Yes I’ll send you a copy of Tom’s report so you can see if

you like it.

SARA

Thanks

Vicky

[Guest guest]

Edith has very little useful language. She learned nothing for her first

five years in primary. In y6 and y7 in primary she had a teacher one to

one two days a week and nothing the rest (I took her home) ie we used

all her 30 hours LSA on a proper teacher. She learned almost as much in

those two days for about 18 months (because it took the teacher about 6

months to realise she was educable) as in 7 years normal schooling. She

learned all her times tables in two weeks when taught visually and with

meaning. The key was proper differentiation and high expectations. Year

9 transition is supposed to be a big deal. It is meant to be transition

to the outside world with SS and Connexions and all the crowd. It is

what you make it. I'm sure you are reading the school correctly.

xx sally

MaddiganV@... wrote:

>

> Sally he will be 13 in Feb, he was kept a yr behind all through

> primary and went to secondary in Sept part time. He should be in what

> we knew as the 2nd yr secondary but is actually in the 1st.

> The Ed Psche report was done for his transition and ranked him 4th

> centile overall.

> He appears to have significant LD's and in the report he said his

> curriculum should be modified. I thought as they are not doing that in

> mainstream then we had an inroad to special school, but he now says

> having a helper sitting next to him would be modifying!

> The bottom line is he has been in school since he was 5yrs old and has

> not learnt a thing, now they are trying to say it's because he only

> comes in to school part time, but this is only recent, all primary was

> full time.

> I am under no illusion as to what he can achieve, but I do know he can

> be taught the basics, numerate and literate but it will be full on

> special ed if this is to be achieved, sitting in a regular mainstream

> class with some woman off the school gates when she turns up will

> achieve nothing.

> I have the distinct impression that school are not fussed if he is

> there or not as they are a pretty high ranked mainstream school,

> probably more concerned with league tables than SEN.

> Thanks

> Vicky

>

>

> ------------------------------------------------------------------------

>

> No virus found in this incoming message.

> Checked by AVG Free Edition.

> Version: 7.5.516 / Virus Database: 269.17.13/1214 - Release Date: 08/01/2008

13:38

>

[Guest guest]

Vicky, I agree with Sally. The key is proper differentation and high

expectations. Problem that SEN children have is that their statement

is vaguely worded and therefore the delivery of education does not

meet the childs needs. Words like these will usually appear on

statements 'highly differentiated' 'access to special

resources' 'curriculum modified'. GRRRRR! You dont mind if I get

angry but am furious for you. These words sounds great but the

delivery of the education in Part 3 should be detailed enough to go

as far as naming the education resources to meet educational needs.

The ed psyc should be forced to name them and ask the school what

resources they are using also. Fact SEN schools come with a a major

problem .....EXPECTATION. Teachers have low expectations for pupils,

the resources dont meet the childs needs and THE DELIVERY OF

EDUCATION IS NOT INTENSIVE, STRUCTURED AND INDIVIDUALISED for the

child and bottom line is the school doesn't feel accountable. Vicky

making no progress in inexcusable whether your child goes to school

full time or part-time. Statements have to be very tight nowdays

which makes easy work for solicitors but damn expensive bringing

LEA's to tribunal with detailed Ind reports. Unfortunately LEA Ed

Psyche reports are not detailed enough.

Venting over! (not at you Vicky but to support you)

Bridget

> >

> > Sally he will be 13 in Feb, he was kept a yr behind all through

> > primary and went to secondary in Sept part time. He should be in

what

> > we knew as the 2nd yr secondary but is actually in the 1st.

> > The Ed Psche report was done for his transition and ranked him

4th

> > centile overall.

> > He appears to have significant LD's and in the report he said his

> > curriculum should be modified. I thought as they are not doing

that in

> > mainstream then we had an inroad to special school, but he now

says

> > having a helper sitting next to him would be modifying!

> > The bottom line is he has been in school since he was 5yrs old

and has

> > not learnt a thing, now they are trying to say it's because he

only

> > comes in to school part time, but this is only recent, all

primary was

> > full time.

> > I am under no illusion as to what he can achieve, but I do know

he can

> > be taught the basics, numerate and literate but it will be full

on

> > special ed if this is to be achieved, sitting in a regular

mainstream

> > class with some woman off the school gates when she turns up will

> > achieve nothing.

> > I have the distinct impression that school are not fussed if he

is

> > there or not as they are a pretty high ranked mainstream school,

> > probably more concerned with league tables than SEN.

> > Thanks

> > Vicky

> >

> >

> > ------------------------------------------------------------------

------

> >

> > No virus found in this incoming message.

> > Checked by AVG Free Edition.

> > Version: 7.5.516 / Virus Database: 269.17.13/1214 - Release Date:

08/01/2008 13:38

> >

>

[Guest guest]

After this lovely woman Edith was put in special school -- which was

just as Bridget says below -- expectations so low as to be funny. They

used a disco sound and light system and 40 mins of specialist time one

to one (and more importantly 40 mins of Edith's own time) to try to get

her to name colours at the age of 13 -- something she had been able to

do since she was 4. They weren't offering education they were offering

" care " . None of that helps you I know,

Sally

evingtonparks wrote:

>

> Vicky, I agree with Sally. The key is proper differentation and high

> expectations. Problem that SEN children have is that their statement

> is vaguely worded and therefore the delivery of education does not

> meet the childs needs. Words like these will usually appear on

> statements 'highly differentiated' 'access to special

> resources' 'curriculum modified'. GRRRRR! You dont mind if I get

> angry but am furious for you. These words sounds great but the

> delivery of the education in Part 3 should be detailed enough to go

> as far as naming the education resources to meet educational needs.

> The ed psyc should be forced to name them and ask the school what

> resources they are using also. Fact SEN schools come with a a major

> problem .....EXPECTATION. Teachers have low expectations for pupils,

> the resources dont meet the childs needs and THE DELIVERY OF

> EDUCATION IS NOT INTENSIVE, STRUCTURED AND INDIVIDUALISED for the

> child and bottom line is the school doesn't feel accountable. Vicky

> making no progress in inexcusable whether your child goes to school

> full time or part-time. Statements have to be very tight nowdays

> which makes easy work for solicitors but damn expensive bringing

> LEA's to tribunal with detailed Ind reports. Unfortunately LEA Ed

> Psyche reports are not detailed enough.

>

> Venting over! (not at you Vicky but to support you)

>

> Bridget

>

>

> > >

> > > Sally he will be 13 in Feb, he was kept a yr behind all through

> > > primary and went to secondary in Sept part time. He should be in

> what

> > > we knew as the 2nd yr secondary but is actually in the 1st.

> > > The Ed Psche report was done for his transition and ranked him

> 4th

> > > centile overall.

> > > He appears to have significant LD's and in the report he said his

> > > curriculum should be modified. I thought as they are not doing

> that in

> > > mainstream then we had an inroad to special school, but he now

> says

> > > having a helper sitting next to him would be modifying!

> > > The bottom line is he has been in school since he was 5yrs old

> and has

> > > not learnt a thing, now they are trying to say it's because he

> only

> > > comes in to school part time, but this is only recent, all

> primary was

> > > full time.

> > > I am under no illusion as to what he can achieve, but I do know

> he can

> > > be taught the basics, numerate and literate but it will be full

> on

> > > special ed if this is to be achieved, sitting in a regular

> mainstream

> > > class with some woman off the school gates when she turns up will

> > > achieve nothing.

> > > I have the distinct impression that school are not fussed if he

> is

> > > there or not as they are a pretty high ranked mainstream school,

> > > probably more concerned with league tables than SEN.

> > > Thanks

> > > Vicky

> > >

> > >

> > > ----------------------------------------------------------

> ------

> > >

> > > No virus found in this incoming message.

> > > Checked by AVG Free Edition.

> > > Version: 7.5.516 / Virus Database: 269.17.13/1214 - Release Date:

> 08/01/2008 13:38

> > >

> >

>

>

> ------------------------------------------------------------------------

>

> No virus found in this incoming message.

> Checked by AVG Free Edition.

> Version: 7.5.516 / Virus Database: 269.17.13/1214 - Release Date: 08/01/2008

13:38

>

[Guest guest]

Thanks Nikki and everyone who responded, really behind on my emails so will catch up with them all now.

Been to look at a special school we like, apparently they have 20 places in Sept and 70 applications already!

What's the deal if the school is full? Sally? anyone know?

TIA

Vicky

[Guest guest]

Hi Vicki,

we used Thornton for our Tribunal, she did an excellent job

for us, expensive though (aren't they all!!!)

http://www.expertsearch.co.uk/cgi-bin/find_expert?3966

Happy to talk more about her off-list if you wish and could send you

her report if you would like it, if i can find it?!?!

Nikki

-- In Autism-Biomedical-Europe , " veronicamadigan "

wrote:

>

> Can anyone recommend a good Ed Psyche for assesment please.

> We are challenging 's statement and looking for change of

school

> will need an independent report and might end up in tribunal again.

> Maybe third time lucky?

> TIA

> Vicky

>

[Guest guest]

We were considering an oversubscribed independent last year my understanding was its who gets thru Tribunal first so you have to make the tricky judgement about whether its worth the risk on cost. Our solicitor cited a case to us where the parents lost because the school was full - a tribunal can't remedy that. Not sure if the school you are considering is an independent but maybe fewer people go to Tribunal over LEA schools so you are in a better position in that the LEA might back down earlier rather than take it to the wire so you'd have fewer costs. pMaddiganV@... wrote: Thanks Nikki and everyone who responded, really behind on my emails so will catch up with them all now. Been to look at a special school we like, apparently they have 20 places in Sept and 70 applications already! What's the deal if the school is full? Sally? anyone know? TIA Vicky

Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now.

[Guest guest]

Vicki,

we were told by our ind. ed psyche last year, when we were on route

to Tribunal that if our LEA wanted our child to go to a school which

was full up and had a waiting list (this was a maintained not an

independent school)then they would just tell the school to make a

place for him and they would have too!!!!!!!!!!!!!!!!!! Shocking

isn't it ... i wonder what all the people on the waiting list would

think of that if they ever found out!

Perhaps one of the ways to do this, is work the system and tell them

you want a stonkingly expensive provision, but drop subtle hints

somehow that the other full-up placement (cheaper) might be suitable

and see if it gets you anywhere. Its all about money in the end to

the LEA not the needs of the child :+(

hth, Nikki x

-- In Autism-Biomedical-Europe , MaddiganV@... wrote:

>

> Thanks Nikki and everyone who responded, really behind on my emails

so will

> catch up with them all now.

> Been to look at a special school we like, apparently they have

20 places

> in Sept and 70 applications already!

> What's the deal if the school is full? Sally? anyone know?

> TIA

> Vicky

>