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Help with mainstream schools?

AngelaD

Hi, I'm pretty new to the site - my son (age 6) was diagnosed with an ASD/prob Aspergers about 6 months ago.  I'm really looking for ideas from people about how to deal with my son's primary school. 

They are aware of his diagnosis and he is "ok" in mainstream school for the time being, but the school are soooo not getting that my son has this diagnosis and is not just a "naughty boy".  He has been suspended 3 times in the last fortnight as he has lashed out when things get to a certain anxiety level, rather than removing him / allowing him to remove himself from the environment the teachers are physically restraining him to a point that he is then terrified so lashes out at them.  They say that there is "no excuse" for his behaviour towards teachers restraining him and so I get called out of work to collect him.

I totally get that the teachers should not be worried about physical harm from a 6yrold but they are making the situation so much worse than it could be and are working on removing all the support we had previously. 

Who do I talk to to get help to make them listen?  At home my son is a loving, wonderful little boy (well...most of the time - he is a 6yrold boy!)  At school he turns into this little monster and I just don't know what to do??

Parents

  • Tony Attwood's "The Complete Guide to Aspergers Syndrome" (2006 Jessica Kingsley Publications) seems to be respected by educators (at least further up the line) and Chaper 11 on Sensory Sensitivity provides useful material which could be shown to the school.

    There seems to be insufficient information about the effect of proximity, movement and restraint, especially when complex, but there is enough case study evidence on the web as to how people react when too much is going on around a person on the spectrum, particularly being grabbed or held. Proximity includes smells and sounds. Movements in the peripheral field of vision can cause greater discomfort so one of the helpers rather than the person face to face could be causing most of the distress.

    My own inclination would be to get the school to minimise the number of people present, and for one person to sit not directly in-line but to one side, so that straight ahead the person would be looking past your son and your son past them, everyone else well back. They should not attempt eye contact.

    That person should ask your son quietly what is comfortable for him, and how he would like to proceed. If he still feels pressured he should be allowed some quiet.

    Evidently the school has neglected to have any staff trained in such situations, but they would save themselves a lot of distress if they took a more appropriate and understanding approach.

    It might be appropriate to ask what disability training school staff have had, and what training in aspergers/autism specifically. It seems not uncommon still to find schools where disability awareness consists of wheelchair ramps.

Reply

  • Tony Attwood's "The Complete Guide to Aspergers Syndrome" (2006 Jessica Kingsley Publications) seems to be respected by educators (at least further up the line) and Chaper 11 on Sensory Sensitivity provides useful material which could be shown to the school.

    There seems to be insufficient information about the effect of proximity, movement and restraint, especially when complex, but there is enough case study evidence on the web as to how people react when too much is going on around a person on the spectrum, particularly being grabbed or held. Proximity includes smells and sounds. Movements in the peripheral field of vision can cause greater discomfort so one of the helpers rather than the person face to face could be causing most of the distress.

    My own inclination would be to get the school to minimise the number of people present, and for one person to sit not directly in-line but to one side, so that straight ahead the person would be looking past your son and your son past them, everyone else well back. They should not attempt eye contact.

    That person should ask your son quietly what is comfortable for him, and how he would like to proceed. If he still feels pressured he should be allowed some quiet.

    Evidently the school has neglected to have any staff trained in such situations, but they would save themselves a lot of distress if they took a more appropriate and understanding approach.

    It might be appropriate to ask what disability training school staff have had, and what training in aspergers/autism specifically. It seems not uncommon still to find schools where disability awareness consists of wheelchair ramps.

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