ASD high functioning daughter, secondary schools Surrey - advice please!

As you are awaiting decision on EHCP, you know the process. If you get EHCP, you can name the school and go through the stages of the process to get there. If you don't get the EHCP, you may settle, or decide to appeal and basically continue along the said process. NAS offer excellent advice on the first text of the proposed EHCP.

I am sure you are aware of the excellent schools maintained by the Surrey county council. They should be listed in their 'Local offer' on their website.

Have you visited them? 

Deciding on a school is a very anxious time for parents, you feel responsibility not to make a mistake, how can you judge what will work well and what will not. I've been there.

The best way is to make a list of as many schools as you like that feel possibly right for your daughter. Then to visit them, to research them, to talk to them. You will get more clarity and will have new evidence to re-evaluate your criteria and your list. Keep on doing this and eventually you are going to converge on the school that intuitively and explicitly seem to be the best fit for your daughter.

Getting a place in that school is another thing all together. Charities like NAS, IPSEA and SOSSEN are all able to help.

Thank you for your response, Tinyexplorer, thank you for suggesting the 'Local offer' - I will contact them and see if they are able to help me with regards to narrowing down my search - my issue is that I don't really know where to start with regards to schools as I'm running out of time...  I won't be able to view that many schools before I have to submit my application. I wish my daughter had been diagnosed earlier and that I had realised how time consuming and tricky the whole process would be!

I wonder whether if you realise that a school you have chosen is not the right fit you are then able to change your mind even after you have submitted your application. 

I wish there was a kind 'school comparison app' where you would put your criteria and it would give you a list of potential schools to consider :-) 

I don't know the extent of your daughter's needs and whether you are likely to get an EHCP, as usually it is a battle.

The thing about the schools is that if you choose your local mainstream, you will have every flexibility and support from the LA to get your daughter there.

if you choose a mainstream with a unit, it will depend on the EHCP and the availability of places, as well as the transport policy, usually, the LA will push back.

However, if you choose a Special School, unless your daughters needs are clearly seen by the LA as requiring a special school, they will fight back and it would depend on the places as well. 

talk to your local SENDIA as well to check what the LA would do, SENDIAS are good at telling you the LA position.

Hi I just found your post and was interested in how you got on. My daughter sounds the same (just finished Yr 6 but dropped out twice and currently forced to HE. Would really like to share common experience. I am writing a EHCP request as I have no other options that I can see 

thx 

Yes, it was quite sudden for my daughter. She always used to have the 'I hate school' phases but when she started saying the more 'hardcore' stuff I went back to the school and didn't let them to tell me she is OK and they have been great since - I wonder whether they also realised they should've listened to me earlier... 

I feel as though my daughter is reaching all the 'milestones' but with a huge delay - it's only just now that she started to be interested in actual content of a book (previously she would read the words - with expression and fluently - but if you asked her what she was reading about she would say she doesn't remember). She still uses fingers to count. It seems that she only just now 'plays' with other rather than alongside... I believe if the school system allowed kids to start later - for her maybe when she was 7 then she would do so much better and be happier. 

You are right - I absolutely want to put her well being first, it honestly is so secondary how well she does in her academics - I wonder whether within a mainstream school setting they can be flexible with regards to her following the curriculum or whether it can be tailored to her specifically? I also wonder about part-time homeschooling - it would alleviate her anxiety if she could spend a couple of days at home with me. Also, if she gets EHCP and goes to mainstream school can she use her funding on therapies such as OT, play therapy, etc. Thank you.

Juniper said:

I'm still 'learning' to know my daughter as she is such a complex child - but the self-hating seems to be triggered by pressure - either when academics at school get hard and she can't cope with the speed of learning - she gets taken out for 1:1 work or groups and she doesn't like it because they make her work hard

So it's her, she is not trying hard enough?

I understand where you are coming from, also because I've been there myself at various stages of my now long journey with my children. I suppose it is also a natural part of discovery and adjustment, one goes through stages and not always think of putting a name to our feelings, I was in denial I suppose.

The thing is that most of those many threads about autistic young people crushing into a MH crisis I read on the popular forum for middle class women that all seem quite smug, I count myself among them, that they set up their bright autistic children for oxbridge, making to selective 6-forms, SEN support in place, things going well, then suddenly seeing a total implosion and grasping helplessly for help which doesn't exist because the problem is not sufficiently researched. I had a period when I though problems happen to those other children who are 'low' functioning and 'low IQ', but of course I understand well now that the spectrum is not a line, but a space with multiple axis of various needs in which autistic people have profiles shaped as spider diagrams. Very bright people can have severe needs in some areas and people with intellectual disabilities with the right support can go to university and have rewarding lives. 

This forum is full of graphic accounts of autism barriers, bullying and discrimination catching up with university educated talented people later in their life, or when they are doing their PhD or when they just made it to university, not to count those many teenagers sitting at home on antidepressants, playing computer games and self harming..

I was under impression that school refusal and self harm are quite a high marks on the dial of SEN. Most self harming cases I read about were teenagers in 6 form, coming on the long journey of SEN provisions and various school placements. Having a school refusing and self harming girl in year 5 without her being diagnosed and having EHCP put in place early in primary school is quite unusual. Did you daughter develop these issues quite suddenly? it seem that the problems developed much faster than the school's understanding and it is good that the Senco seem to have caught up with it now. 

I had a generous share of dealing with various professionals and minimising and denial of emotional distress and support needs are not unusual, so it is really important that you listen to your daughter.

Simon Baron Coen reported that 12% of people who died by suicide were autistic.  autistic people have high suicide rate^[i] and high suicide risk^,[ii],[iii] .^. 40% of adults who attempted suicide self-reported high autistic traits^[iv]. 41% of autistic children showed signs of suicidal ideation.^[v]

[i] https://www.cam.ac.uk/research/news/human-rights-of-people-with-autism-not-being-met-leading-expert-tells-united-nations

[ii] Cassidy S, Bradley P, Robinson J, Allison C, McHugh M, Baron-Cohen S. Suicidal ideation and suicide plans or attempts in adults with Asperger’s syndrome attending a specialist diagnostic clinic: a clinical cohort study. Lancet Psychiatry 2014; 1: 142–7.

[iii] Fowler JC. Suicide risk assessment in clinical practice: pragmatic guidelines for imperfect assessments. Psychotherapy 2012; 49: 81–90.

[iv] https://molecularautism.biomedcentral.com/articles/10.1186/s13229-019-0274-4

[v] https://www.spectrumnews.org/news/reactions-insar-2019/

There is a 15 years old girl posting here on this forum and I find heart breaking her suicidal thoughts and self loathing of her autism resulting from her feeling that she let down her family by being autistic. 

You need to focus on your daughter's well-being, confidence and self worth and separate them from various external attitudes and cognitive biases, including your own. One way of learning about her autism is to listen to the autistic community. Read some threads in here.

Juniper said:

I'm still 'learning' to know my daughter as she is such a complex child - but the self-hating seems to be triggered by pressure - either when academics at school get hard and she can't cope with the speed of learning - she gets taken out for 1:1 work or groups and she doesn't like it because they make her work hard

So it's her, she is not trying hard enough?

I understand where you are coming from, also because I've been there myself at various stages of my now long journey with my children. I suppose it is also a natural part of discovery and adjustment, one goes through stages and not always think of putting a name to our feelings, I was in denial I suppose.

The thing is that most of those many threads about autistic young people crushing into a MH crisis I read on the popular forum for middle class women that all seem quite smug, I count myself among them, that they set up their bright autistic children for oxbridge, making to selective 6-forms, SEN support in place, things going well, then suddenly seeing a total implosion and grasping helplessly for help which doesn't exist because the problem is not sufficiently researched. I had a period when I though problems happen to those other children who are 'low' functioning and 'low IQ', but of course I understand well now that the spectrum is not a line, but a space with multiple axis of various needs in which autistic people have profiles shaped as spider diagrams. Very bright people can have severe needs in some areas and people with intellectual disabilities with the right support can go to university and have rewarding lives. 

This forum is full of graphic accounts of autism barriers, bullying and discrimination catching up with university educated talented people later in their life, or when they are doing their PhD or when they just made it to university, not to count those many teenagers sitting at home on antidepressants, playing computer games and self harming..

I was under impression that school refusal and self harm are quite a high marks on the dial of SEN. Most self harming cases I read about were teenagers in 6 form, coming on the long journey of SEN provisions and various school placements. Having a school refusing and self harming girl in year 5 without her being diagnosed and having EHCP put in place early in primary school is quite unusual. Did you daughter develop these issues quite suddenly? it seem that the problems developed much faster than the school's understanding and it is good that the Senco seem to have caught up with it now. 

I had a generous share of dealing with various professionals and minimising and denial of emotional distress and support needs are not unusual, so it is really important that you listen to your daughter.

Simon Baron Coen reported that 12% of people who died by suicide were autistic.  autistic people have high suicide rate^[i] and high suicide risk^,[ii],[iii] .^. 40% of adults who attempted suicide self-reported high autistic traits^[iv]. 41% of autistic children showed signs of suicidal ideation.^[v]

[i] https://www.cam.ac.uk/research/news/human-rights-of-people-with-autism-not-being-met-leading-expert-tells-united-nations

[ii] Cassidy S, Bradley P, Robinson J, Allison C, McHugh M, Baron-Cohen S. Suicidal ideation and suicide plans or attempts in adults with Asperger’s syndrome attending a specialist diagnostic clinic: a clinical cohort study. Lancet Psychiatry 2014; 1: 142–7.

[iii] Fowler JC. Suicide risk assessment in clinical practice: pragmatic guidelines for imperfect assessments. Psychotherapy 2012; 49: 81–90.

[iv] https://molecularautism.biomedcentral.com/articles/10.1186/s13229-019-0274-4

[v] https://www.spectrumnews.org/news/reactions-insar-2019/

There is a 15 years old girl posting here on this forum and I find heart breaking her suicidal thoughts and self loathing of her autism resulting from her feeling that she let down her family by being autistic. 

You need to focus on your daughter's well-being, confidence and self worth and separate them from various external attitudes and cognitive biases, including your own. One way of learning about her autism is to listen to the autistic community. Read some threads in here.

Hi I just found your post and was interested in how you got on. My daughter sounds the same (just finished Yr 6 but dropped out twice and currently forced to HE. Would really like to share common experience. I am writing a EHCP request as I have no other options that I can see 

thx 

Yes, it was quite sudden for my daughter. She always used to have the 'I hate school' phases but when she started saying the more 'hardcore' stuff I went back to the school and didn't let them to tell me she is OK and they have been great since - I wonder whether they also realised they should've listened to me earlier... 

I feel as though my daughter is reaching all the 'milestones' but with a huge delay - it's only just now that she started to be interested in actual content of a book (previously she would read the words - with expression and fluently - but if you asked her what she was reading about she would say she doesn't remember). She still uses fingers to count. It seems that she only just now 'plays' with other rather than alongside... I believe if the school system allowed kids to start later - for her maybe when she was 7 then she would do so much better and be happier. 

You are right - I absolutely want to put her well being first, it honestly is so secondary how well she does in her academics - I wonder whether within a mainstream school setting they can be flexible with regards to her following the curriculum or whether it can be tailored to her specifically? I also wonder about part-time homeschooling - it would alleviate her anxiety if she could spend a couple of days at home with me. Also, if she gets EHCP and goes to mainstream school can she use her funding on therapies such as OT, play therapy, etc. Thank you.