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EHCP - ASD and PDA diagnosis

NAS83729

My 6 year old daughter was recently diagnosed ASD with PDA profile. She is currently fine in school and is masking a lot so doesnt seem severe. She has been referred for ADHD diagnosis. We want to apply for EHCP but the school and other authorities are telling us we wont get it. We are completely lost, how to go about this process?

Parents

  • I work in a school with the SEND children so I can explain.

    An Ehcp is a legal document that involves the local authority and sets out how the child needs extra support needs in school and how these will be funded.  You can find details here: https://www.gov.uk/children-with-special-educational-needs/extra-SEN-help 

    The thing is, the SEND system is basically f***ed and there is always a huge backlog and not enough money in the pot. So to be blunt, they are right.  If your daughter is currently coping in school, achieving the expected standard within the curriculum and is not exhibiting any disruptive behaviour, then there is not really anything that needs to be addressed by an ehcp.  

    What you can do is ask for a My Plan.  This is something that is just between you and the school, and will be a lot quicker to achieve. Do you have a specific idea about what kind of support you are hoping to get?  It could be something like stating the things that she finds difficult and how they are going to deal with this, such as doing group work focused on turn taking, or emotional coaching, or fidgets to help her focus, or time out options if she's feeling overwhelmed.

    Do you have a specific idea about what kind of support you are hoping to get?  

Reply

  • I work in a school with the SEND children so I can explain.

    An Ehcp is a legal document that involves the local authority and sets out how the child needs extra support needs in school and how these will be funded.  You can find details here: https://www.gov.uk/children-with-special-educational-needs/extra-SEN-help 

    The thing is, the SEND system is basically f***ed and there is always a huge backlog and not enough money in the pot. So to be blunt, they are right.  If your daughter is currently coping in school, achieving the expected standard within the curriculum and is not exhibiting any disruptive behaviour, then there is not really anything that needs to be addressed by an ehcp.  

    What you can do is ask for a My Plan.  This is something that is just between you and the school, and will be a lot quicker to achieve. Do you have a specific idea about what kind of support you are hoping to get?  It could be something like stating the things that she finds difficult and how they are going to deal with this, such as doing group work focused on turn taking, or emotional coaching, or fidgets to help her focus, or time out options if she's feeling overwhelmed.

    Do you have a specific idea about what kind of support you are hoping to get?  

Children
  • in reply to Glitter

    Thank you for your response, I really appreciate it. My daughter has had disruptive behavior a few times and the school said they have provided help according to the scenario and needs at that moment. She struggles with attention and social communication making friends and relationships a lot. The school has her provision map which were setup before she received her diagnosis. and now they are saying, they think the strategies in place are already matching the diagnosis so they don't think anything else should be done.

    Strategies
    Consistent high expectations for learning and behaviour
    Clear modelling of speech and language
    Teaching sentence structures and new vocabulary using visuals. 
    'In the moment' observation, repeating an incorrect phrase or sentence in the correct way and repeating back after being modelled to. 
    Wobble cushion 
    Now and Next board
    Clear and simple instructions
    visual support
    non-verbal gestures
    peer support and modelling
    Questions should be directed at 'her' if it is perceived that she is not paying attention. 
    Positive comments and praise should be given each time 'she' contributes constructively during the discussion. 
    Peer discussion groups should be chosen carefully by the class teacher to isolate 'her' from negative influences. 
    Activities such as pairs to be used in interventions to help build concentration on activities
    Sat next to a good role model for talking 
    Encouragement to join in with discussions 
    Adults to model the sentence, for her to repeat back. she is a able reader - supply stem sentences on the carpet for support 
    Positive praise when speaking in full sentences
    Zones of regulation 
    Breathing techniques practised when feeling cross or frustrated 
    Techniques practised with teacher showing how to react in certain situations, e.g. 'stop, I don't like that'.
    Interventions 
    Lego therapy
    Out of year group maths intervention (recently introduced after insisting as she is very behind her peer group in maths doesnt even understand simple 1+1)