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At the End of My Tether

Fuchsia

My 15 year old daughter has struggled throughout secondary school but the last year has been a nightmare.  She got to the point where she could not tolerate being in class due to anxiety and sensory overload. She went from going to school fulltime to being on a part time timetable and is now only going into school for 2.5 hours a day which she is spending in learning support.  However, she is not being taught - she sometimes is given some worksheets by a teacher but often she is only doing work we haven given her.  My husband and I are teaching her as best we are able for her June GCSE modules.  The problem is she just can't focus to take much in at the moment.  Had a meeting last week with the SENCO, Autism Advisory Service and CAMHS.  They talked about applying for exceptional needs funding to provide teaching for her in Learning Support for Year 11.  We have just heard this has been refused.  I really don't think the school are going to be able to fund one to one teaching for her, so what is the point of her being there.  The Autism Advisory lady says it is important she keeps going to school as if she doesn't she will just be stuck at home and it will be difficult to get her back out again.  The SENCO is helpful and on our side but I think she is totally out of her depth.  Any ideas would be greatly appreciated. 

Parents

  • The anxiety pressures on pupils without autism/asperger's are enormous with out the added pressures of this disability. 

    Remember her school contemporaries, whether she is in dialogue with them or within hearing of discussions, will be driving each other neurotic with their fears and anxieties. Much to much pressure hinges on these exams, inflated by schools having to be too concerned with performance ratings.

    Hence I find the school's attitude shocking. They don't seem to have a grasp of what's going on. There must be non-AS kids having stress and goig absent too. What's the bets they are too busy trying to maximise the throughput of candidates to actually do what they are there for - help the kids.

    They seem to be addressing this as if your child is the only child having difficulty.

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  • The anxiety pressures on pupils without autism/asperger's are enormous with out the added pressures of this disability. 

    Remember her school contemporaries, whether she is in dialogue with them or within hearing of discussions, will be driving each other neurotic with their fears and anxieties. Much to much pressure hinges on these exams, inflated by schools having to be too concerned with performance ratings.

    Hence I find the school's attitude shocking. They don't seem to have a grasp of what's going on. There must be non-AS kids having stress and goig absent too. What's the bets they are too busy trying to maximise the throughput of candidates to actually do what they are there for - help the kids.

    They seem to be addressing this as if your child is the only child having difficulty.

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