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Use of specific areas in school

liloctoplot

Hi,

I'm wanting some rather urgent advice. I'm a 1:1 in a small primary school for a high functioning ASD child. As any ASD child he can not cope with any change of routine and in particular change of environment. We have a 'little room' next to our classroom which I can bring him into when he needs to get out of the classroom and calm down. We also do daily trainsition work (first thing in the morning), social work, feelings work etc. in here. This room was set aside for him when he joined the school last year and has over this time been adapted in various ways to aid his needs and how stressed he gets.

We share this room with a hearing impared child. This child is needing the room more often due to a recent change in circumstances and the fact that the room was kitted out with special curtains many years ago for a previous pupil. We have only recently been told this and are being required to be out of the room at set times of the day.

For my lad, this is already causing problems. He is beginning to refuse to go in the room when stressed and needing to be in a certain part of the room to calm down, when the hearing impaired lad is in there. The only other place we can use is half way across the school, through 3 different doors. I am the only Team Teach trained person in the school but I am not meant to use it as I was trained in a different school. I am not prepared to 'man handle' (for want of better words) my lad half way across the school, screaming and kicking in a stress fit because I can't access the room which is directly next us. The school are not paying out for other teachers to be team teached due to the budgeting issues at present.

Can I have some advice on what other schools have/are doing in this sort of situation, and any other suggestions people have that could help us here.

Thanks

Parents

  • Just wondering if there's something else you can get the lad to focus on to make him feel safe? For me being able to hug my rucksack was always helpful and I used it (and still do) to make a barrier between me and other people. The point of it is to provide comfort, so even in a new situation you have something solid you can rely on.

    An alternative is to try and give him a toy to bond with (I admit, depends on his age), when I was little, my mum used to coax me to go places using my favourite stuffed rabbit toy. She'd say things like 'Mummy rabbit doesn't want to go alone, won't you look after her?' which would make me brave a situation because a) my primary concern was the care of my rabbit and b) it was once again a comfort object I could rely on.

    If you can find something your lad is attatched to, like a toy, perhaps you could convince him that it would be better for the toy to 'move' to the new room, and that it needs him to come visit to make it feel better? This would give him an incentive to go there as well as a sense of familiarity.

    Good luck.

Reply

  • Just wondering if there's something else you can get the lad to focus on to make him feel safe? For me being able to hug my rucksack was always helpful and I used it (and still do) to make a barrier between me and other people. The point of it is to provide comfort, so even in a new situation you have something solid you can rely on.

    An alternative is to try and give him a toy to bond with (I admit, depends on his age), when I was little, my mum used to coax me to go places using my favourite stuffed rabbit toy. She'd say things like 'Mummy rabbit doesn't want to go alone, won't you look after her?' which would make me brave a situation because a) my primary concern was the care of my rabbit and b) it was once again a comfort object I could rely on.

    If you can find something your lad is attatched to, like a toy, perhaps you could convince him that it would be better for the toy to 'move' to the new room, and that it needs him to come visit to make it feel better? This would give him an incentive to go there as well as a sense of familiarity.

    Good luck.

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