Re: meeting on Nov th

[Guest guest]

We have not recieved any paper work yet,but I have had a phone call to say who will be there.The teacher said it was to discuss why they are failing.I told her my concerns where the Maths.ED psych,LEA autism person, and somebody I met once when we got direct payments.I have asked for Katy's old TA to come with me.It seems a bit offical when I just expressed concerns re Maths.

>>So this isn't an annual review? You must have notice and paperwork 2 weeks before the meeting if its AR.

'Why they are failing' so early in the school year is worrying, they can only be deemed to be failing (in their terms) when they have implemented all they can. If they have requested all the bods for a non AR meeting I think they might be trying to prove the school is not an appropriate placement.

Don't talk home ed with LEA, make them think its a very expensive special school they would need to be funding, this will make them put pressure on the school to perform. If you mention Home Ed they can all just give up while you add to grey hairs, Kate loses friendships and LEA laugh all the way to the bank.

Mad Mandi also is strife with mainstream senior, going head to head after half term at this rate

[Guest guest]

This probably sounds a bit fierce in the light of your post to Steph,

but it might alert them to your concerns and what you are considering.

You can do it nicely.

Sally

Eva family wrote:

>

> If the meeting is on Nov 7th you should already have all the paperwork

> for the meeting ie the agenda, reports, targets, notice of who will be

> there and what they will say. If not, ask for the meeting to be delayed

> so that you can be provided with them beforehand. Look at the Code of

> Practice for SEN. Write down your position, concerns, etc and ask for

> them to be circulated. Give notice that you may decide to suggest that

> the named school be changed. Suggest that the lea might like to consider

> whether to send a rep to the meeting. If you know your daughter's

> caseworker get in touch with her and send her copies of your position

> paper.

>

> Sally

>

>

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

>

>

> No virus found in this incoming message.

> Checked by AVG - http://www.avg.com

> Version: 8.0.175 / Virus Database: 270.8.2/1742 - Release Date: 23/10/2008

15:29

>

>

[Guest guest]

-Thanks for your advise Sally,

I have written another reply,but it hasn't come through,apologies if

it does later.

I feel Katy most probably has a poor TA for Maths,as I'm not invited

into school and I don't really know how the other's are with her I

have become suspicious.

We have not recieved any paper work yet,but I have had a phone call

to say who will be there.The teacher said it was to discuss why they

are failing.I told her my concerns where the Maths.

ED psych,LEA autism person, and somebody I met once when we got

direct payments.I have asked for Katy's old TA to come with me.

It seems a bit offical when I just expressed concerns re Maths.

I feel I've got their backs up because I dared to express

concern.They kept telling me they have a excellent reputation. I said

I wanted to know why she was not progressing and was working at this

level, when so much time had gone into the transition.

If matters cannot be resolved and they suggest a different school,now

or the future it will have to be home.

Thanks again,

Sharon .

-- In Autism-Biomedical-Europe , Eva family

wrote:

>

> This probably sounds a bit fierce in the light of your post to

Steph,

> but it might alert them to your concerns and what you are

considering.

> You can do it nicely.

> Sally

>

> Eva family wrote:

> >

> > If the meeting is on Nov 7th you should already have all the

paperwork

> > for the meeting ie the agenda, reports, targets, notice of who

will be

> > there and what they will say. If not, ask for the meeting to be

delayed

> > so that you can be provided with them beforehand. Look at the

Code of

> > Practice for SEN. Write down your position, concerns, etc and ask

for

> > them to be circulated. Give notice that you may decide to suggest

that

> > the named school be changed. Suggest that the lea might like to

consider

> > whether to send a rep to the meeting. If you know your daughter's

> > caseworker get in touch with her and send her copies of your

position

> > paper.

> >

> > Sally

> >

> >

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

------

> >

> >

> > No virus found in this incoming message.

> > Checked by AVG - http://www.avg.com

> > Version: 8.0.175 / Virus Database: 270.8.2/1742 - Release Date:

23/10/2008 15:29

> >

> >

>

[Guest guest]

-Thanks,

I have been asking for homework and what level she is working on for

weeks ,so we can support her at home .It has not been forhtcoming.

The School keeps spouting off about Education being a Partnership

between Home and school.Once you step out of line and disagree, it

seems they don't like it.

As far as I was concerned it is not an annual review.Teacher said it

was a review for their special children.

There are no other schools around us that I liked for Katy.

Sharon.

-- In Autism-Biomedical-Europe , Mum231ASD@... wrote:

>

>

> In a message dated 24/10/2008 16:53:51 GMT Daylight Time,

> bill.molineux@... writes:

>

> We have not recieved any paper work yet,but I have had a phone

call

> to say who will be there.The teacher said it was to discuss why

they

> are failing.I told her my concerns where the Maths.

> ED psych,LEA autism person, and somebody I met once when we got

> direct payments.I have asked for Katy's old TA to come with me.

> It seems a bit offical when I just expressed concerns re Maths.

>

>

>

> >>So this isn't an annual review? You must have notice and

paperwork 2 weeks

> before the meeting if its AR.

>

> 'Why they are failing' so early in the school year is worrying,

they can

> only be deemed to be failing (in their terms) when they have

implemented all

> they can. If they have requested all the bods for a non AR meeting

I think they

> might be trying to prove the school is not an appropriate

placement.

>

> Don't talk home ed with LEA, make them think its a very expensive

special

> school they would need to be funding, this will make them put

pressure on the

> school to perform. If you mention Home Ed they can all just give up

while you

> add to grey hairs, Kate loses friendships and LEA laugh all the way

to the

> bank.

>

> Mad Mandi also is strife with mainstream senior, going head to head

after

> half term at this rate

>

[Guest guest]

-Thanks,

I have been asking for homework and what level she is working on for

weeks ,so we can support her at home .It has not been forhtcoming.

The School keeps spouting off about Education being a Partnership

between Home and school.Once you step out of line and disagree, it

seems they don't like it.

As far as I was concerned it is not an annual review.Teacher said it

was a review for their special children.

There are no other schools around us that I liked for Katy.

Sharon.

-- In Autism-Biomedical-Europe , Mum231ASD@... wrote:

>

>

> In a message dated 24/10/2008 16:53:51 GMT Daylight Time,

> bill.molineux@... writes:

>

> We have not recieved any paper work yet,but I have had a phone

call

> to say who will be there.The teacher said it was to discuss why

they

> are failing.I told her my concerns where the Maths.

> ED psych,LEA autism person, and somebody I met once when we got

> direct payments.I have asked for Katy's old TA to come with me.

> It seems a bit offical when I just expressed concerns re Maths.

>

>

>

> >>So this isn't an annual review? You must have notice and

paperwork 2 weeks

> before the meeting if its AR.

>

> 'Why they are failing' so early in the school year is worrying,

they can

> only be deemed to be failing (in their terms) when they have

implemented all

> they can. If they have requested all the bods for a non AR meeting

I think they

> might be trying to prove the school is not an appropriate

placement.

>

> Don't talk home ed with LEA, make them think its a very expensive

special

> school they would need to be funding, this will make them put

pressure on the

> school to perform. If you mention Home Ed they can all just give up

while you

> add to grey hairs, Kate loses friendships and LEA laugh all the way

to the

> bank.

>

> Mad Mandi also is strife with mainstream senior, going head to head

after

> half term at this rate

>

[Guest guest]

Are they lea or independent? They might be trying to get more money out

of the lea? I completely second the par on home ed. It's none of their

business any way.

Sally

Mum231ASD@... wrote:

>

> In a message dated 24/10/2008 16:53:51 GMT Daylight Time,

> bill.molineux@... writes:

>

> We have not recieved any paper work yet,but I have had a phone call

> to say who will be there.The teacher said it was to discuss why they

> are failing.I told her my concerns where the Maths.

> ED psych,LEA autism person, and somebody I met once when we got

> direct payments.I have asked for Katy's old TA to come with me.

> It seems a bit offical when I just expressed concerns re Maths.

>

> >>So this isn't an annual review? You must have notice and paperwork 2

> weeks before the meeting if its AR.

>

> 'Why they are failing' so early in the school year is worrying, they

> can only be deemed to be failing (in their terms) when they have

> implemented all they can. If they have requested all the bods for a

> non AR meeting I think they might be trying to prove the school is not

> an appropriate placement.

>

> Don't talk home ed with LEA, make them think its a very expensive

> special school they would need to be funding, this will make them put

> pressure on the school to perform. If you mention Home Ed they can all

> just give up while you add to grey hairs, Kate loses friendships and

> LEA laugh all the way to the bank.

>

> Mad Mandi also is strife with mainstream senior, going head to head

> after half term at this rate

>

>

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

>

>

> No virus found in this incoming message.

> Checked by AVG - http://www.avg.com

> Version: 8.0.175 / Virus Database: 270.8.2/1742 - Release Date: 23/10/2008

15:29

>

>

[Guest guest]

It's an Lea school.Katy has no SALT as when we were doing ABA,this

seemed to cover SAL. The SALT that had seen Katy didn't have much to

offer.I mentioned this on the phone to the teacher and she said would

I ask about this in the meeting as none of the children had a SALT

and they could do with it and that the staff wanted advise.

So maybe they are trying to get more funding.

I'll keep quite over the Home ED.

Sharon.

> >

> > In a message dated 24/10/2008 16:53:51 GMT Daylight Time,

> > bill.molineux@... writes:

> >

> > We have not recieved any paper work yet,but I have had a

phone call

> > to say who will be there.The teacher said it was to discuss

why they

> > are failing.I told her my concerns where the Maths.

> > ED psych,LEA autism person, and somebody I met once when we

got

> > direct payments.I have asked for Katy's old TA to come with

me.

> > It seems a bit offical when I just expressed concerns re

Maths.

> >

> > >>So this isn't an annual review? You must have notice and

paperwork 2

> > weeks before the meeting if its AR.

> >

> > 'Why they are failing' so early in the school year is worrying,

they

> > can only be deemed to be failing (in their terms) when they have

> > implemented all they can. If they have requested all the bods for

a

> > non AR meeting I think they might be trying to prove the school

is not

> > an appropriate placement.

> >

> > Don't talk home ed with LEA, make them think its a very expensive

> > special school they would need to be funding, this will make them

put

> > pressure on the school to perform. If you mention Home Ed they

can all

> > just give up while you add to grey hairs, Kate loses friendships

and

> > LEA laugh all the way to the bank.

> >

> > Mad Mandi also is strife with mainstream senior, going head to

head

> > after half term at this rate

> >

> >

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

------

> >

> >

> > No virus found in this incoming message.

> > Checked by AVG - http://www.avg.com

> > Version: 8.0.175 / Virus Database: 270.8.2/1742 - Release Date:

23/10/2008 15:29

> >

> >

>

[Guest guest]

I would recommend getting the psychometric testing done, we have just received the full report and it is very useful to say the least.

After half term we are going to use this to bring about changes in how 's education is delivered.

It has recommendations and must do's that school cannot ignore, obviously has his I Q score but also the breakdown of sub tests highlighting strengths and weaknesses.

Ours was done by NHS so we cannot be accused of seeking private assessment where we are paying for particular recommendations.

The results are a complete contradiction to all the Ed Psyche tests performed over the years by the LEA who lets face it are paying for minimum recommendations.

Vicky

[Guest guest]

I can't advise about private Clinical Psychologist as like you we just couldn't run to it and in any case with our authority it just turns into a game of "he said, she said".

Soo we went to the G.P. with the problems arising from school, in our case anxiety and OCD, this got a referrel to CAMHS.

When we went to CAMHS the Psche tried to palm us off with SSRi's but we were adamant we didn't want to go down this route and pressed for psychometric testing as a way to clarify exactly where he was as regards to abilities, weaknesses and strengths.

We then were referred to a clinical psychologist who ordered the tests.

He has stated that the sytem has let down and a brief overview of his results, the results themselves came later and are more in depth.

As a result of the initial consultations our LEA folded and agreed to send to any independent school that could meet his needs, these were all out of County and meant residential, neither himself or us as parents could face him educated away from home, most especially my husband who was dead against it, but it does prove the power of having this done and will mean much more being put in for him.

The advice is should have his own 1-1, suitably qualified and all manner of other things relating to his own individual needs.

It is it seems a little known method of getting the best provision for our kids and completely free without the added stress of tribunals or brainstorming meeting with schools and LEA's that result in not very much.

I have been down both roads now, private legal, private expert witnesses and tribunals twice over and have found getting NHS support carries far more weight as it is also on medical records and becomes very uncomfortable for the LEA.

They are completely outranked and no one is going to argue with an NHS Clinical Psych who has done extensive testing and sessions which state the childs mental health is being affected, if you put a paed on board also who is very familiar with the child and their family then there isn't much they can do.

The key though is to go to the G.P. and get the referrel in the first place then put the case forward for more in depth testing, we moved from anxiety and OCD to school as being the heart of the problem within the first appointment.

Vicky

[Guest guest]

no harm in making the extent of your concern clear. we had a similar

thing with Tom's school reluctant to use age appropriate materials.

i.e. yes he's got a major LD but he likes somethings a 10 year old

likes The Simpsons, the Beatles etc so use those and he'll be more

engaged. Have you ever had an independent IQ test done? or done

recently? We want to get Tom's done - we're pretty sure we'll all be

surprised

Sorry this is happening Sharon but it should be redeemable if you're

clear what you expect and why you expect it and go armed with lots of

ammunition.

xx

> >

> > If the meeting is on Nov 7th you should already have all the paperwork

> > for the meeting ie the agenda, reports, targets, notice of who will be

> > there and what they will say. If not, ask for the meeting to be

delayed

> > so that you can be provided with them beforehand. Look at the Code of

> > Practice for SEN. Write down your position, concerns, etc and ask for

> > them to be circulated. Give notice that you may decide to suggest that

> > the named school be changed. Suggest that the lea might like to

consider

> > whether to send a rep to the meeting. If you know your daughter's

> > caseworker get in touch with her and send her copies of your position

> > paper.

> >

> > Sally

> >

> >

> >

------------------------------------------------------------------------

> >

> >

> > No virus found in this incoming message.

> > Checked by AVG - http://www.avg.com

> > Version: 8.0.175 / Virus Database: 270.8.2/1742 - Release Date:

23/10/2008 15:29

> >

> >

>

[Guest guest]

we've only ever had one effective SALT in the past 7 years and even

then, Tom learnt to talk at Growing Minds really, not through SALT.

APologies to SALT's on list but really, I'm not sure how effective

many of htem are for autism. We've always found music therapy more

conducive to language also. Our latest SALT is good but she

incorporates the stuff we do at GM so it's at least complementary and

Tom's language is now much clearer and more spontaneous. Sadly I

really put that down primarily to biomed, which GM then " showcased " .

> > >

> > > In a message dated 24/10/2008 16:53:51 GMT Daylight Time,

> > > bill.molineux@ writes:

> > >

> > > We have not recieved any paper work yet,but I have had a

> phone call

> > > to say who will be there.The teacher said it was to discuss

> why they

> > > are failing.I told her my concerns where the Maths.

> > > ED psych,LEA autism person, and somebody I met once when we

> got

> > > direct payments.I have asked for Katy's old TA to come with

> me.

> > > It seems a bit offical when I just expressed concerns re

> Maths.

> > >

> > > >>So this isn't an annual review? You must have notice and

> paperwork 2

> > > weeks before the meeting if its AR.

> > >

> > > 'Why they are failing' so early in the school year is worrying,

> they

> > > can only be deemed to be failing (in their terms) when they have

> > > implemented all they can. If they have requested all the bods for

> a

> > > non AR meeting I think they might be trying to prove the school

> is not

> > > an appropriate placement.

> > >

> > > Don't talk home ed with LEA, make them think its a very expensive

> > > special school they would need to be funding, this will make them

> put

> > > pressure on the school to perform. If you mention Home Ed they

> can all

> > > just give up while you add to grey hairs, Kate loses friendships

> and

> > > LEA laugh all the way to the bank.

> > >

> > > Mad Mandi also is strife with mainstream senior, going head to

> head

> > > after half term at this rate

> > >

> > >

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

> ------

> > >

> > >

> > > No virus found in this incoming message.

> > > Checked by AVG - http://www.avg.com

> > > Version: 8.0.175 / Virus Database: 270.8.2/1742 - Release Date:

> 23/10/2008 15:29

> > >

> > >

> >

>

[Guest guest]

Steph and Vicky,

Sorry to be so thick but where do I get this testing done,or find out

about it.I've not looked into anything like this before as Katy had

such a wonderful TA (who didn't have lots of courses etc behind

her,but had experiance with working With ASD children,a great desire

for the kids to achieve and would look for different ways to for Katy

to suceed ).Also the ABA she had been doing helped her,we finished

this a few months ago.

Is this something I could ask for at this meeting ?If it costs a lot

we may not be able to do it as we have quite a lot of debt

now,although I am trying to increase my working hours.

I'm hopeing the meeting will be positive and perhaps I've got this

wrong as I'm quite stressed lately.

Thanks,

Sharon.x

>

> I would recommend getting the psychometric testing done, we have

just

> received the full report and it is very useful to say the least.

> After half term we are going to use this to bring about changes in

how

> 's education is delivered.

> It has recommendations and must do's that school cannot ignore,

obviously

> has his I Q score but also the breakdown of sub tests highlighting

strengths and

> weaknesses.

> Ours was done by NHS so we cannot be accused of seeking private

assessment

> where we are paying for particular recommendations.

> The results are a complete contradiction to all the Ed Psyche

tests

> performed over the years by the LEA who lets face it are paying for

minimum

> recommendations.

> Vicky

>

[Guest guest]

Somoene who used to work with TOm wants to do one with him. That

won't be soon enough for you but if the worst comes to the worst she

might be a fall back.

I'm sorry Sharon - there is nothing more stressful than people letting

your kids down. But I@m sure it's redeemable - you've got people round

to your way of thinking in the past, this will come right. Steph xx

> >

> > I would recommend getting the psychometric testing done, we have

> just

> > received the full report and it is very useful to say the least.

> > After half term we are going to use this to bring about changes in

> how

> > 's education is delivered.

> > It has recommendations and must do's that school cannot ignore,

> obviously

> > has his I Q score but also the breakdown of sub tests highlighting

> strengths and

> > weaknesses.

> > Ours was done by NHS so we cannot be accused of seeking private

> assessment

> > where we are paying for particular recommendations.

> > The results are a complete contradiction to all the Ed Psyche

> tests

> > performed over the years by the LEA who lets face it are paying for

> minimum

> > recommendations.

> > Vicky

> >

>

[Guest guest]

-Thanks for all this information,

Vicky you and your boys have been through so much !!I have such

admiration for you.You to Steph,in fact everyone for keeping battling

on and so willing to help others.

I think I will just go to the meeting ,with her previous school work

and school reports ,this is proof that she is capable of making

progress and has achieved.Thanks be to the prevous support she has

had !

My overwhelming desire is to keep her moving forward,I'm going to ask

for more detail of what she does in her day.Katy finds language

easier if it is relevant to her and I can use this to help with her

English,social skills ,maths etc.

I'll read up on the tesing and what it means and will folowup on

this.I found it interesting on b.brownes post on Donna that

despite being a very clever woman,her IQ was tested at 70 because of

her language and processing differences.I'll use this aswell.

Thanks for everyones support and advise,it is very appreciated.

Love Sharon.xx

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

>

> I can't advise about private Clinical Psychologist as like you we

just

> couldn't run to it and in any case with our authority it just turns

into a game of

> " he said, she said " .

> Soo we went to the G.P. with the problems arising from school, in

our case

> anxiety and OCD, this got a referrel to CAMHS.

> When we went to CAMHS the Psche tried to palm us off with SSRi's

but we were

> adamant we didn't want to go down this route and pressed for

psychometric

> testing as a way to clarify exactly where he was as regards to

abilities,

> weaknesses and strengths.

> We then were referred to a clinical psychologist who ordered the

tests.

> He has stated that the sytem has let down and a brief

overview of

> his results, the results themselves came later and are more in

depth.

> As a result of the initial consultations our LEA folded and agreed

to send

> to any independent school that could meet his needs, these

were all out

> of County and meant residential, neither himself or us as

parents

> could face him educated away from home, most especially my husband

who was dead

> against it, but it does prove the power of having this done and

will mean

> much more being put in for him.

> The advice is should have his own 1-1, suitably qualified

and all

> manner of other things relating to his own individual needs.

> It is it seems a little known method of getting the best provision

for our

> kids and completely free without the added stress of tribunals or

brainstorming

> meeting with schools and LEA's that result in not very much.

> I have been down both roads now, private legal, private expert

witnesses and

> tribunals twice over and have found getting NHS support carries far

more

> weight as it is also on medical records and becomes very

uncomfortable for the

> LEA.

> They are completely outranked and no one is going to argue with an

NHS

> Clinical Psych who has done extensive testing and sessions which

state the childs

> mental health is being affected, if you put a paed on board also

who is very

> familiar with the child and their family then there isn't much they

can do.

> The key though is to go to the G.P. and get the referrel in the

first place

> then put the case forward for more in depth testing, we moved from

anxiety and

> OCD to school as being the heart of the problem within the first

> appointment.

> Vicky

>

[Guest guest]

I will try and followup on this Vicky,it's very interesting and I can

see it is helpful.

Katy does not have good expressive language,but it is slowly

improving and she needs little prompts to find the words sometimesand

to use it,no way near conversation.

She has a very good visual memory,but not so good auditory from what

I can tell.

She also gets some OCD especially re food,also anxiety re dogs or if

anyone around her is upset.Have you found the inisitol helpful with

this ?

Do you have a internet link you've found helpful re the psychomotor

testing ? I'm going to read up on it , I think the Paed will be at

this meeting,she may agree to help.

Sharon.

>

> Sharon they do a cover allowing for autism in the test results, the

idea

> really is to paint a picture of strengths and weakness, for

instance if maths is

> a strength it will be picked up and this can be used as a measure

to what the

> class is doing for children who are performing at a lower level,

so it's

> very useful to have in your armoury.

> scored below zero for working memory this obviously has

been the key

> to why he is so low down academically, and he actually is managing

> incredibly well given the problem he has.

> His highest scores where in the verbal subtests which explains why

he

> presents as much more able than he actually is.

> The great thing about these tests is their individuality, it leaves

no room

> for treating all the children as a condition, that being autism,

and they all

> do this or that depending on high or low functioning.

> I had begun to doubt that was high functioning given his

dreadful

> academic results but this tells me that he most definitely is high

functioning

> but performs badly because of specific difficulties in X, Y or Z.

> 's over all IQ was 69 but they do point out the dragging

down of very

> low subtests, this is probably what happened with Donna

result, the

> cover explains this very well. I believe anything under 70 is

considered MR

> and you couldn't meet my oldest and come away with the idea that

he was that

> disabled.

> Vicky

>

[Guest guest]

So sorry to hear this Sharon, but not really surprised as it is a typical story sadly.

I can really relate to your lack of confidence in them as the action plan is all your suggestions, we have a meeting tomorrow at s school to draw up a communication strategy and again it is looking as though they are bereft of ideas themselves.

You don't automatically get to choose whichever school you want with a statement, if only.

I am going to use all s test results to push again for the school we originally wanted, medical evidence is the best imo.

What I can say with the benefit of hindsight is the earlier you get this whole school issue sorted out the better, that may well mean lots of evidence, don't get caught up in a cycle of meetings as I did, they almost all end up with empty promises and nothing concrete.

It's your childs precious time they are wasting and believe me my oldest is 13 and it just seems like yesterday we began this awful journey of meetings, meetings and more meetings to find ourselves no further on than when he was five.

Good luck

Vicky

[Guest guest]

So sorry to hear this Sharon, but not really surprised as it is a typical story sadly.

I can really relate to your lack of confidence in them as the action plan is all your suggestions, we have a meeting tomorrow at s school to draw up a communication strategy and again it is looking as though they are bereft of ideas themselves.

You don't automatically get to choose whichever school you want with a statement, if only.

I am going to use all s test results to push again for the school we originally wanted, medical evidence is the best imo.

What I can say with the benefit of hindsight is the earlier you get this whole school issue sorted out the better, that may well mean lots of evidence, don't get caught up in a cycle of meetings as I did, they almost all end up with empty promises and nothing concrete.

It's your childs precious time they are wasting and believe me my oldest is 13 and it just seems like yesterday we began this awful journey of meetings, meetings and more meetings to find ourselves no further on than when he was five.

Good luck

Vicky

[Guest guest]

Hi,

Just a bit of an update on our meeting.

Well my fears that she wasn't having proper support have been

confirmed.It looks as if in most lessons she is being supported by

TA's who have very little idea.Little to no support is being given to

help her with interaction and sad to say but after 9 wks in this

school the science teacher could not even make a remark about her on

an interim report that had been put together.

No targets had been set or plans on strategies to help her.

The Senco and key worker where very receptive to my suggestions to

help her,no Ed psych was there.They have made an action plan of my

suggestions,which worried me that they didn't have any of their own.

My heart is breaking,I feel I have made a terrible mistake choosing

this school,what have I done ...!!!

She has lost a lot of hard worked for skills and seems confused about

things that she was clear on before.I'm probably making things worse

as I am working so much with her after school trying to keep her

skills.

When I ask Katy if she wants to go to school she says yes.I don't

know if she is just saying this to please me or not.In class

apparently she keeps asking for breaktime which I feel is a sure sign

she is not being supported properly.There is no interaction between

her and her peers and this is a very social little girl who just

needs a bit of help to get her interacting and language support !

I don't know what to do.I have no confidence unless things

drastically change, that she will progress there.I plan to ask for

another meeting in a month,to see if she is managing better and what

they are doing.Meanwhile I'm going to look again at special schools

and start our ABA programme back up. I may have to be her full time

therapist if we have to home school.This is going to be really

difficult as I have to up my working hours to help pay off our huge

Autism debt.

If, after our next meeting, as Katy has a Statement,will I have any

choice of a change of school ?

Sharon.

-- In Autism-Biomedical-Europe , " Sharon "

wrote:

>

> I will try and followup on this Vicky,it's very interesting and I

can

> see it is helpful.

>

> Katy does not have good expressive language,but it is slowly

> improving and she needs little prompts to find the words

sometimesand

> to use it,no way near conversation.

> She has a very good visual memory,but not so good auditory from

what

> I can tell.

>

> She also gets some OCD especially re food,also anxiety re dogs or

if

> anyone around her is upset.Have you found the inisitol helpful with

> this ?

>

> Do you have a internet link you've found helpful re the psychomotor

> testing ? I'm going to read up on it , I think the Paed will be at

> this meeting,she may agree to help.

>

> Sharon.

>

>

> >

> > Sharon they do a cover allowing for autism in the test results,

the

> idea

> > really is to paint a picture of strengths and weakness, for

> instance if maths is

> > a strength it will be picked up and this can be used as a measure

> to what the

> > class is doing for children who are performing at a lower level,

> so it's

> > very useful to have in your armoury.

> > scored below zero for working memory this obviously has

> been the key

> > to why he is so low down academically, and he actually is

managing

> > incredibly well given the problem he has.

> > His highest scores where in the verbal subtests which explains

why

> he

> > presents as much more able than he actually is.

> > The great thing about these tests is their individuality, it

leaves

> no room

> > for treating all the children as a condition, that being autism,

> and they all

> > do this or that depending on high or low functioning.

> > I had begun to doubt that was high functioning given his

> dreadful

> > academic results but this tells me that he most definitely is

high

> functioning

> > but performs badly because of specific difficulties in X, Y or Z.

> > 's over all IQ was 69 but they do point out the dragging

> down of very

> > low subtests, this is probably what happened with Donna

> result, the

> > cover explains this very well. I believe anything under 70 is

> considered MR

> > and you couldn't meet my oldest and come away with the idea that

> he was that

> > disabled.

> > Vicky

> >

>

[Guest guest]

-Thanks for your support Vicky.I read your earlier posts and

understand that this could push anyone into a breakdown,especially

the length of time you have been going through this.

For Katy's last 3yrs at Primary she had a great TA and I do realise

how lucky we were.The school she has just started I thought would be

great.I really thought as there was an autism specific resource there

she would get good support .She's having 1-1 ,but it's poor

quality.Some of them don't seem to have a clue !

I've got quite a bit of evidence collected already.They more or less

admitted that not all TA's were equal.We are going to write again

this week, now we have had time to digest what was said at the

meeting and the report they have given us,and request to speak again

in a month to discuss provision.

Good luck with your meeting.

From reading what you have said with regard to special schools ,I am

wondering if there is adequate provision out there.

Oh, for us all to live nearer and set up our own community with

schools and support.

Take care,

Sharon.x

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

>

> So sorry to hear this Sharon, but not really surprised as it is a

typical

> story sadly.

> I can really relate to your lack of confidence in them as the

action plan

> is all your suggestions, we have a meeting tomorrow at s school

to draw

> up a communication strategy and again it is looking as though they

are bereft

> of ideas themselves.

> You don't automatically get to choose whichever school you want

with a

> statement, if only.

> I am going to use all s test results to push again for the

school we

> originally wanted, medical evidence is the best imo.

> What I can say with the benefit of hindsight is the earlier you get

this

> whole school issue sorted out the better, that may well mean lots

of evidence,

> don't get caught up in a cycle of meetings as I did, they almost

all end up

> with empty promises and nothing concrete.

> It's your childs precious time they are wasting and believe me my

oldest is

> 13 and it just seems like yesterday we began this awful journey of

meetings,

> meetings and more meetings to find ourselves no further on than

when he was

> five.

> Good luck

> Vicky

>

[Guest guest]

Sally, my husband would consider you a very sensible parent regarding the stress around schools.

His take on it is, we need to keep ourselves healthy and as stress free as possible in order to be around for our children as long as possible.

The problem though is as is Sharons case home edding is not really an option, or in our case having more than one child who is disabled coupled with the fact that I struggle to accept that I will be able to give my son the education he needs.

The fact that these schools are totally incompetent, badly trained and have set the bar so low doesn't make me an expert on what to do, I only know what not to do.

If however they would give us parents the money the schools get then we could buy in the people who can do the job and stop messing around wasting our childrens time with those who have neither the will or the expertise to educate.

I really cannot stress enough though to Sharon not to get caught up in a never ending wheel of meetings, remember the school don't care, they are being paid whether they are sitting in meetings or in the classroom, it's all the same to them, the losers are the children who are gaining nothing.

Sharon with two children I have been in an insufferable amount of meetings, actually have one this morning at 's school which I have been avoiding for the longest time, eventually you will find the meetings themselves a big source of stress.

Get everything in writing, if you need to complain put it in writing, keep good records, ask to see your childs school records and let them know you want an action plan that is measurable thus reducing the need for all these meetings.

Meetings alone would have made it impossible for me to go to work and that is just plain ridiculous.

Vicky

[Guest guest]

her old TA came to the meeting on Friday and offered to help,but it wasn't taken up.Perhaps we should try again.The SENCO and key worker saw her working in Primary and I feel these are the best with her,they have seen her interacting and achieving,the other TA's have not.

>>Get pointed about how and who is going to provide these TA's with training. YOu and were offering the best they can get, their attitude is bizzare. Also ring LEa and ak what training course they have available for TA's supporting ASD kids. Probably nothing, which brings us right back to you and .

Mandi x

[Guest guest]

her old TA came to the meeting on Friday and offered to help,but it wasn't taken up.Perhaps we should try again.The SENCO and key worker saw her working in Primary and I feel these are the best with her,they have seen her interacting and achieving,the other TA's have not.

>>Get pointed about how and who is going to provide these TA's with training. YOu and were offering the best they can get, their attitude is bizzare. Also ring LEa and ak what training course they have available for TA's supporting ASD kids. Probably nothing, which brings us right back to you and .

Mandi x

[Guest guest]

I would take very careful notes of EXACTLY what they say. Write down

your own views before the meeting and take careful minutes both of what

is said and agreed outcomes. Give them your record and ask them to say

whether they agree that it is accurate. Katy should be getting homework.

You can ask for it -- if they don't provide it then it that is falling

short of Katy's entitlements. If they do provide it then it will enable

you to guage what she is doing in school (and be duly appalled). You

should of course have targets. They should have lesson plans. You can

ask to see these. Look at her timetable and ask for the lesson plans for

Maths (for instance). Edith's school only did lesson plans for National

Curriculum subjects. Non NC subjects made up about a fifth of the

timetable. A lesson plan is a fairly fundamental requirement. Ask how

they plan the PSHE, how they ensure progress (that's a very useful

phrase, no one can deny the need to ensure progress) in sport.

Make sure that you document all your concerns. Be careful not to arrive

at a point where they can say " We didn't realise Mrs soandso was

concerned about this " . If you feel her TA is not up to scratch, inquire

about her training, ask for her to receive further training and if she

doesn't improve ask for her to be replaced. If you find it hard to

document everything, take a witness. They will probably offer you

excuses -- write them down because that means they are accepting your

criticism.

Vicky's point about the child's life passing is why we decided to home

educate. It's hard to feel confident that any alternative will be

better, particularly as you initially chose this one. I also found the

argument very wearing and the school very damaging. Not only does the

child forget what it has been taught and previously knew, it also

copies/develops bad habits and falls into unhelpful behaviours that are

permitted in school. I said some of this to a SW who came to assess

Edith. She said " A lot of parents say that " .

It is possible to find social contacts for Katy outside school. These

will not necessarily be better behaved but they will behave in ways that

are more usual and which it is helpful to get used to. In the outside

world Edith has to practice taking her turn for instance. In sp school

the boys went first because otherwise they hit you. That's true of a

certain sort of boy in the outside world, of course, but not of all of

them.

I don't envy you or Vicky. I wouldn't go back into this sort of stress

for worlds.

xx Sally

Sharon wrote:

>

> -Thanks for your support Vicky.I read your earlier posts and

> understand that this could push anyone into a breakdown,especially

> the length of time you have been going through this.

>

> For Katy's last 3yrs at Primary she had a great TA and I do realise

> how lucky we were.The school she has just started I thought would be

> great.I really thought as there was an autism specific resource there

> she would get good support .She's having 1-1 ,but it's poor

> quality.Some of them don't seem to have a clue !

>

> I've got quite a bit of evidence collected already.They more or less

> admitted that not all TA's were equal.We are going to write again

> this week, now we have had time to digest what was said at the

> meeting and the report they have given us,and request to speak again

> in a month to discuss provision.

>

> Good luck with your meeting.

>

> >From reading what you have said with regard to special schools ,I am

> wondering if there is adequate provision out there.

> Oh, for us all to live nearer and set up our own community with

> schools and support.

>

> Take care,

> Sharon.x

>

> -- In Autism-Biomedical-Europe

> <mailto:Autism-Biomedical-Europe%40yahoogroups.com>, MaddiganV@... wrote:

> >

> > So sorry to hear this Sharon, but not really surprised as it is a

> typical

> > story sadly.

> > I can really relate to your lack of confidence in them as the

> action plan

> > is all your suggestions, we have a meeting tomorrow at s school

> to draw

> > up a communication strategy and again it is looking as though they

> are bereft

> > of ideas themselves.

> > You don't automatically get to choose whichever school you want

> with a

> > statement, if only.

> > I am going to use all s test results to push again for the

> school we

> > originally wanted, medical evidence is the best imo.

> > What I can say with the benefit of hindsight is the earlier you get

> this

> > whole school issue sorted out the better, that may well mean lots

> of evidence,

> > don't get caught up in a cycle of meetings as I did, they almost

> all end up

> > with empty promises and nothing concrete.

> > It's your childs precious time they are wasting and believe me my

> oldest is

> > 13 and it just seems like yesterday we began this awful journey of

> meetings,

> > meetings and more meetings to find ourselves no further on than

> when he was

> > five.

> > Good luck

> > Vicky

> >

>

>

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

>

>

> No virus found in this incoming message.

> Checked by AVG - http://www.avg.com

> Version: 8.0.175 / Virus Database: 270.9.0/1778 - Release Date: 09/11/2008

14:14

>

>

[Guest guest]

Hi Sally,

Katy has different TA's for different subjects,so maybe this is why

they are having some difficulties.Although after 9 weeks I would have

hoped they would have realised what support she needs.In her school

diary there are brief comments of what she does in school and it's

obvious she is not following what the class is,seems to be a lot of

On line maths etc.She also has maths in learning support where a TA

has decided to ignore her teachers reports from primary school and

take apart what Katy has learned and teach her again a different

way.Hence Katy has become very confused.

Katy does have some lessons with the SENCO,these seem to be quite

good,but in the others she is supported by a TA and I think the

teachers haven't really bothered with her and work has not been

differentiated.Poor Katy is asking for a break ,lunch or home time

and apparently not listening.It's obvious she is not having

appropriate support !

In our meeting they agreed ,her work must be differentiated and she

must have homework.

In the afternoons she works in learning support,on the register she

has been marked as absent.It looked as if she had been absent for 20%

of her time there.I find it hard that the form teacher had not

contacted us with regard to this , as she is such a vunerable

child.The SENCO seemed quite embarresed about this !

We have another meeting next week ,with her form teacher to discuss

her targets.This is when I am going to go to town with all this.I'm

going to ask in advance if they can have Katy's work available for me

to see.

I am really struggling to know what to do for the best.katy wants to

be in school as she craves to be with the other children.We still

have some lovely girls over regularly that were friends from Primary

school,unfortunately they are in a different secondary school now.As

they have known her all her school life they accept her ,help her and

love her.Her Primary school TA had done a great PR job with Katy !She

also does Trampolining club with them.We are trying to make contact

with the families of the children who are now in her circle of

friends ,so we can have social times.

I don't know if I am good enough to take on Katy's education.I know

how she learns and i can help her but I am not a teacher,this is why

I thought if we started ABA back I could have some guidance over

subjects.I am very niave and need to educate myself regarding all of

this.

I find the whole situation very stressful and heartbreaking.Thinking

of how we have struggled to provide ABA,biomed and homeopathy for

Katy.The hours she has put in over the years working to gain the

skills she has,then for some people to come along and take then all

away .I really don't know how the education system can do this to

families.

Thanks for your support.

Sharon.x

> > >

> > > So sorry to hear this Sharon, but not really surprised as it is

a

> > typical

> > > story sadly.

> > > I can really relate to your lack of confidence in them as the

> > action plan

> > > is all your suggestions, we have a meeting tomorrow at s

school

> > to draw

> > > up a communication strategy and again it is looking as though

they

> > are bereft

> > > of ideas themselves.

> > > You don't automatically get to choose whichever school you want

> > with a

> > > statement, if only.

> > > I am going to use all s test results to push again for

the

> > school we

> > > originally wanted, medical evidence is the best imo.

> > > What I can say with the benefit of hindsight is the earlier you

get

> > this

> > > whole school issue sorted out the better, that may well mean

lots

> > of evidence,

> > > don't get caught up in a cycle of meetings as I did, they almost

> > all end up

> > > with empty promises and nothing concrete.

> > > It's your childs precious time they are wasting and believe me

my

> > oldest is

> > > 13 and it just seems like yesterday we began this awful journey

of

> > meetings,

> > > meetings and more meetings to find ourselves no further on than

> > when he was

> > > five.

> > > Good luck

> > > Vicky

> > >

> >

> >

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

------

> >

> >

> > No virus found in this incoming message.

> > Checked by AVG - http://www.avg.com

> > Version: 8.0.175 / Virus Database: 270.9.0/1778 - Release Date:

09/11/2008 14:14

> >

> >

>

[Guest guest]

just one little comment:

Teachers do not have to keep records of lesson plans and mine were often

scraps of paper or scribbles in my teacher's planner that noone else

would understand. This is because they have to be flexible and scribbled

on and altered according to a million variables. What we do have to have

and show you are 'schemes of work'. Teachers make their lesson plans

using the schemes of work and those will include sample lesson plans

from which you make the real ones. Ask for those,

Sara

Eva family wrote:

>

> I would take very careful notes of EXACTLY what they say. Write down

> your own views before the meeting and take careful minutes both of what

> is said and agreed outcomes. Give them your record and ask them to say

> whether they agree that it is accurate. Katy should be getting homework.

> You can ask for it -- if they don't provide it then it that is falling

> short of Katy's entitlements. If they do provide it then it will enable

> you to guage what she is doing in school (and be duly appalled). You

> should of course have targets. They should have lesson plans. You can

> ask to see these. Look at her timetable and ask for the lesson plans for

> Maths (for instance). Edith's school only did lesson plans for National

> Curriculum subjects. Non NC subjects made up about a fifth of the

> timetable. A lesson plan is a fairly fundamental requirement. Ask how

> they plan the PSHE, how they ensure progress (that's a very useful

> phrase, no one can deny the need to ensure progress) in sport.

>

> Make sure that you document all your concerns. Be careful not to arrive

> at a point where they can say " We didn't realise Mrs soandso was

> concerned about this " . If you feel her TA is not up to scratch, inquire

> about her training, ask for her to receive further training and if she

> doesn't improve ask for her to be replaced. If you find it hard to

> document everything, take a witness. They will probably offer you

> excuses -- write them down because that means they are accepting your

> criticism.

>

> Vicky's point about the child's life passing is why we decided to home

> educate. It's hard to feel confident that any alternative will be

> better, particularly as you initially chose this one. I also found the

> argument very wearing and the school very damaging. Not only does the

> child forget what it has been taught and previously knew, it also

> copies/develops bad habits and falls into unhelpful behaviours that are

> permitted in school. I said some of this to a SW who came to assess

> Edith. She said " A lot of parents say that " .

>

> It is possible to find social contacts for Katy outside school. These

> will not necessarily be better behaved but they will behave in ways that

> are more usual and which it is helpful to get used to. In the outside

> world Edith has to practice taking her turn for instance. In sp school

> the boys went first because otherwise they hit you. That's true of a

> certain sort of boy in the outside world, of course, but not of all of

> them.

>

> I don't envy you or Vicky. I wouldn't go back into this sort of stress

> for worlds.

>

> xx Sally

>

> Sharon wrote:

> >

> > -Thanks for your support Vicky.I read your earlier posts and

> > understand that this could push anyone into a breakdown,especially

> > the length of time you have been going through this.

> >

> > For Katy's last 3yrs at Primary she had a great TA and I do realise

> > how lucky we were.The school she has just started I thought would be

> > great.I really thought as there was an autism specific resource there

> > she would get good support .She's having 1-1 ,but it's poor

> > quality.Some of them don't seem to have a clue !

> >

> > I've got quite a bit of evidence collected already.They more or less

> > admitted that not all TA's were equal.We are going to write again

> > this week, now we have had time to digest what was said at the

> > meeting and the report they have given us,and request to speak again

> > in a month to discuss provision.

> >

> > Good luck with your meeting.

> >

> > >From reading what you have said with regard to special schools ,I am

> > wondering if there is adequate provision out there.

> > Oh, for us all to live nearer and set up our own community with

> > schools and support.

> >

> > Take care,

> > Sharon.x

> >

> > -- In Autism-Biomedical-Europe

> <mailto:Autism-Biomedical-Europe%40yahoogroups.com>

> > <mailto:Autism-Biomedical-Europe%40yahoogroups.com>, MaddiganV@...

> wrote:

> > >

> > > So sorry to hear this Sharon, but not really surprised as it is a

> > typical

> > > story sadly.

> > > I can really relate to your lack of confidence in them as the

> > action plan

> > > is all your suggestions, we have a meeting tomorrow at s school

> > to draw

> > > up a communication strategy and again it is looking as though they

> > are bereft

> > > of ideas themselves.

> > > You don't automatically get to choose whichever school you want

> > with a

> > > statement, if only.

> > > I am going to use all s test results to push again for the

> > school we

> > > originally wanted, medical evidence is the best imo.

> > > What I can say with the benefit of hindsight is the earlier you get

> > this

> > > whole school issue sorted out the better, that may well mean lots

> > of evidence,

> > > don't get caught up in a cycle of meetings as I did, they almost

> > all end up

> > > with empty promises and nothing concrete.

> > > It's your childs precious time they are wasting and believe me my

> > oldest is

> > > 13 and it just seems like yesterday we began this awful journey of

> > meetings,

> > > meetings and more meetings to find ourselves no further on than

> > when he was

> > > five.

> > > Good luck

> > > Vicky

> > >

> >

> >

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

> >

> >

> > No virus found in this incoming message.

> > Checked by AVG - http://www.avg.com <http://www.avg.com>

> > Version: 8.0.175 / Virus Database: 270.9.0/1778 - Release Date:

> 09/11/2008 14:14

> >

> >

>

>