What is even the point of diagnosis??!!!

Hi Pink Pixie,

  Can I ask does your son have a statement? Because of his age (It's quite a late stage diagnosis.) I'm not sure you would have had the time to get one. Statements; (Now replaced by the EHC Plans) run out at age 16 in any case. From then, they would normally have moved to MOAP's (Moving On Action Plans.) If the college he intends to move to is a good one, with Autism Awareness and a good SEN Dept they may follow a MOAP to the letter if he has an existing statement. The trouble with MOAP's is they are not legally binding, unlike Statements.

Do you have ConneXions involved with you son or operating in your area? I know finding has been cut very dramatically.

ConneXtions normally work with any child with SEN and stay with that child until about 25 I think.

My experience of the deliverance of MOAP's has been a real mixed bag, sadly. I have two sons on the spectrum in the same School year, who went to two separate colleges. One is doing A levels, the other level three BTEC.

One College embraced the MOAP and once they realized the level of progress he made with the correct intervention they took him more seriously. He's now and ambassodor for Autism at the college, mentoring other students on the spectrum through integration and transition sessions. He also helps staff with Autism Awareness training.

My other son was less fortunate. His college provided nothing on the MOAP and ended up dropping him down a level to compensate for their lack of support. Obviously, this was not a level commensurate with his intellegence and he quickly lost heart. When we challenged this lack of support, it got very serious. He ended up leaving after they made him sit down and sign 40 signatures next to support he was alledged to have received, but never did. Despicable behaviour to cover their backs.

With the law having changed in Sept, which I gather tightens the obligations on Colleges to adhere to MOAP's, things may be better now, I'm not sure.

Can I suggest you write a case statement. It needs to be written objectively and almost like a legal document. This will be a statement from yourself on all aspects on your sons difficulties. From sensory to social and any other learning difficulties he has either educationally or physically. Include any illness he suffers, stress triggers, food allergies, the works. This will make grim reading on the face of it, but by looking at his difficulties in their entirity it will allow a good SEN officer to work on strategies to help him in College. These could include addtional study time, fewer subjects to study to keep stress levels down. Assistive software if it's necessary, key support workers, the list goes on. 

When you are sure you have it all down, this document can be given to ConneXtions and his SEN officer so they are all singing from the same hymn sheet. Aside of not having to repeat yourself over and over it also prevents you from forgeting aspects in various meetings. Any intervention can be adapted from it and changed as and when necessary. As your sons confidence, grows things can be changed or adapted.

The diagnosis your son has is proof enough. What is probably required is a statement on his specific needs. After all, with a spectrun disorder no two students experience the same difficulties.

Your School experience may have been bad, but hopefully the college experience will be much better. Do visit the colleges well in advance. Ask Colleges for transition days so your son can adjust to the changes. Ask for copies of their SEN policy and what's available for those with ASD. If you get the balance right it can make a huge impact on his overall wellbeing.

Resistance to change is common and a natural fear reaction to changes in routine, environment and peer groups. Be patient and encourage him to embrace the prospect by exposing him to the environments and helping him to familiarize himself with it all. He will have off days, but then who doesn't!

I've been in your shoes and feel your angst, but trust me things do get better.

I strongly advise you get in touch with IPSEA also. They will have a much clearer understanding of the current system of EHC and may even be able to advise you of what options are available in your area.

https://www.ipsea.org.uk/

Your son is likely to take longer than most to settle into College. Be prepared for that, but above all remember that the diagnosis is just the starting point of his journey. Diagnosis can be a very positive thing, but as individuals we are much more than just a diagnosis. Focusing on his difficulties to get the correct support is just one element. Happiness and wellbeing should be focused on equally and their is good evidence to suggest that those that follow their dreams and gifted tallents find their own way with time.

Good luck

Coogybear

Hi Pink Pixie,

  Can I ask does your son have a statement? Because of his age (It's quite a late stage diagnosis.) I'm not sure you would have had the time to get one. Statements; (Now replaced by the EHC Plans) run out at age 16 in any case. From then, they would normally have moved to MOAP's (Moving On Action Plans.) If the college he intends to move to is a good one, with Autism Awareness and a good SEN Dept they may follow a MOAP to the letter if he has an existing statement. The trouble with MOAP's is they are not legally binding, unlike Statements.

Do you have ConneXions involved with you son or operating in your area? I know finding has been cut very dramatically.

ConneXtions normally work with any child with SEN and stay with that child until about 25 I think.

My experience of the deliverance of MOAP's has been a real mixed bag, sadly. I have two sons on the spectrum in the same School year, who went to two separate colleges. One is doing A levels, the other level three BTEC.

One College embraced the MOAP and once they realized the level of progress he made with the correct intervention they took him more seriously. He's now and ambassodor for Autism at the college, mentoring other students on the spectrum through integration and transition sessions. He also helps staff with Autism Awareness training.

My other son was less fortunate. His college provided nothing on the MOAP and ended up dropping him down a level to compensate for their lack of support. Obviously, this was not a level commensurate with his intellegence and he quickly lost heart. When we challenged this lack of support, it got very serious. He ended up leaving after they made him sit down and sign 40 signatures next to support he was alledged to have received, but never did. Despicable behaviour to cover their backs.

With the law having changed in Sept, which I gather tightens the obligations on Colleges to adhere to MOAP's, things may be better now, I'm not sure.

Can I suggest you write a case statement. It needs to be written objectively and almost like a legal document. This will be a statement from yourself on all aspects on your sons difficulties. From sensory to social and any other learning difficulties he has either educationally or physically. Include any illness he suffers, stress triggers, food allergies, the works. This will make grim reading on the face of it, but by looking at his difficulties in their entirity it will allow a good SEN officer to work on strategies to help him in College. These could include addtional study time, fewer subjects to study to keep stress levels down. Assistive software if it's necessary, key support workers, the list goes on. 

When you are sure you have it all down, this document can be given to ConneXtions and his SEN officer so they are all singing from the same hymn sheet. Aside of not having to repeat yourself over and over it also prevents you from forgeting aspects in various meetings. Any intervention can be adapted from it and changed as and when necessary. As your sons confidence, grows things can be changed or adapted.

The diagnosis your son has is proof enough. What is probably required is a statement on his specific needs. After all, with a spectrun disorder no two students experience the same difficulties.

Your School experience may have been bad, but hopefully the college experience will be much better. Do visit the colleges well in advance. Ask Colleges for transition days so your son can adjust to the changes. Ask for copies of their SEN policy and what's available for those with ASD. If you get the balance right it can make a huge impact on his overall wellbeing.

Resistance to change is common and a natural fear reaction to changes in routine, environment and peer groups. Be patient and encourage him to embrace the prospect by exposing him to the environments and helping him to familiarize himself with it all. He will have off days, but then who doesn't!

I've been in your shoes and feel your angst, but trust me things do get better.

I strongly advise you get in touch with IPSEA also. They will have a much clearer understanding of the current system of EHC and may even be able to advise you of what options are available in your area.

https://www.ipsea.org.uk/

Your son is likely to take longer than most to settle into College. Be prepared for that, but above all remember that the diagnosis is just the starting point of his journey. Diagnosis can be a very positive thing, but as individuals we are much more than just a diagnosis. Focusing on his difficulties to get the correct support is just one element. Happiness and wellbeing should be focused on equally and their is good evidence to suggest that those that follow their dreams and gifted tallents find their own way with time.

Good luck

Coogybear