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Which way now?!

xxsweetpeaxx

Hi All,

My daughter was diagnosed as autistic last week after years of tests & appointments. She has been in the system since age four, diagnosed with ADHD at seven, and then it went wrong. We moved house from city to county, the dr she had went on long term sick leave, the new doctor discharged us, then the next doctor started the process from the begining again!  Aged 12 she is finally diagnosed again.

However she is in mainstream school - not eligible for a statement, but has such terrible social skills she is constantly bullied - currently has a black eye from being punched two weeks ago, and has no friends. The doctor has said he is going to refer her to autism outreach, and suggested I join this site, but I would like her in a school where she can be herself without fear of ridicule, with kids that are the same as her - surely that's not too much to ask? Does anyone know of cases where the child has gone to special school without a statement? I just can't see the school she is at is going to make her happy, they can put lots of things in place but they can't change the children that she is there with. I feel we have wasted so much time besystem how things worked out, so feel it's vital to be able to ensure the rest of her time at school is productive but more importantly happy.

I would really appreciate any thoughts on this.

Also a couple of years ago I applied for dla for her so that she could go to a special club for adhd kids but it was expensive, and they said I should be using her dla to pay for it, I explaineit's he didn't have it and they were shocked & said I should apply. Anyway we were turned down, and I didn't appeal. With this new diagnosis would she be eligible now?

Many thanks

Pea, x

Parents

  • Hi sweetpea

    Does your daughter have any intervention at school? My daughter is currently on school action plus and has full support in the student support unit as her emotional, social and personal skills are preventing her from accessing mainstream classes. Before she went in to the unit (October) she had one to one support in classes she found difficult to access, had 2 social skills classes, fine motor skill sessions, a safe club to go to at break and lunch, left classes 5 minutes before the other children to avoid the chaos in the corridors and had a key worker that I had regular contact with. I don't know if you saw this on the code of practice

    Behaviour, emotional and social development

    1. 7:60  Children and young people who demonstrate features of emotional and behavioural difficulties, who are withdrawn or isolated, disruptive and disturbing, hyperactive and lack concentration; those with immature social skills; and those presenting challenging behaviours arising from other complex special needs, may require help or counselling for some, or all, of the following:

      • ●  flexible teaching arrangements

      • ●  help with development of social competence and emotional maturity

      • ●  help in adjusting to school expectations and routines

      • ●  help in acquiring the skills of positive interaction with peers and adults

      • ●  specialised behavioural and cognitive approaches

      • ●  re-channelling or re-focusing to diminish repetitive and self-injurious behaviours

      • ●  provision of class and school systems which control or censure negative or difficult behaviours and encourage positive behaviour

      • ●  provision of a safe and supportive environment.

    2. 7:61  The LEA will need to consider, on an individual basis, whether these interventions can be provided through School Action Plus or whether the LEA needs to undertake a statutory assessment. 


      Emotional and social needs can be a barrier to academic learning but school is also there to support emotional development. Also ASD is a communication disorder even if your child is verbal there will still be language problems. If you have a read of parts 7.55 onwards in the code of practice it covers all the areas of educational needs which are:


      • ●  communication and interaction

      • ●  cognition and learning

      • ●  behaviour, emotional and social development

      • ●  sensory and/or physical. 

        I hope you can get some support for your daughter as it is heartbreaking to see. I said to the Educational Psychologist what is the point of her passing a dozen GCSE's if she won't have the skills to leave the house independently and access employment. He agreed. It took me a long time to accept that school aren't just meant to provide academic learning and that my daughter did in fact have a SEN. 

Reply

  • Hi sweetpea

    Does your daughter have any intervention at school? My daughter is currently on school action plus and has full support in the student support unit as her emotional, social and personal skills are preventing her from accessing mainstream classes. Before she went in to the unit (October) she had one to one support in classes she found difficult to access, had 2 social skills classes, fine motor skill sessions, a safe club to go to at break and lunch, left classes 5 minutes before the other children to avoid the chaos in the corridors and had a key worker that I had regular contact with. I don't know if you saw this on the code of practice

    Behaviour, emotional and social development

    1. 7:60  Children and young people who demonstrate features of emotional and behavioural difficulties, who are withdrawn or isolated, disruptive and disturbing, hyperactive and lack concentration; those with immature social skills; and those presenting challenging behaviours arising from other complex special needs, may require help or counselling for some, or all, of the following:

      • ●  flexible teaching arrangements

      • ●  help with development of social competence and emotional maturity

      • ●  help in adjusting to school expectations and routines

      • ●  help in acquiring the skills of positive interaction with peers and adults

      • ●  specialised behavioural and cognitive approaches

      • ●  re-channelling or re-focusing to diminish repetitive and self-injurious behaviours

      • ●  provision of class and school systems which control or censure negative or difficult behaviours and encourage positive behaviour

      • ●  provision of a safe and supportive environment.

    2. 7:61  The LEA will need to consider, on an individual basis, whether these interventions can be provided through School Action Plus or whether the LEA needs to undertake a statutory assessment. 


      Emotional and social needs can be a barrier to academic learning but school is also there to support emotional development. Also ASD is a communication disorder even if your child is verbal there will still be language problems. If you have a read of parts 7.55 onwards in the code of practice it covers all the areas of educational needs which are:


      • ●  communication and interaction

      • ●  cognition and learning

      • ●  behaviour, emotional and social development

      • ●  sensory and/or physical. 

        I hope you can get some support for your daughter as it is heartbreaking to see. I said to the Educational Psychologist what is the point of her passing a dozen GCSE's if she won't have the skills to leave the house independently and access employment. He agreed. It took me a long time to accept that school aren't just meant to provide academic learning and that my daughter did in fact have a SEN. 

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