Aspergers/ASD support thread

daska

I do remember the school's first attempt had him sat facing a corner the other side from where the teacher habitually sat and there wasn't room for another child near him, I tried so hard not to overreact before they'd had the chance to work out the kinks but think my body language spoke volumes LOL.

Savvy_Sue

cobbingstones wrote: »

I'm very worried already about him going into the senior school and being bullied. Everything I read about teenage Asbergers I seem to see bullying. I was bullied at school really badly and I'm terrified for him.

It doesn't always happen: I think there was some minor bullying going on for DS1 in primary school, the teacher became aware of children moving his things, not playing with him etc, but once he got to secondary there didn't seem to be any problems. Maybe DS1 just wasn't aware of it? Or maybe he just linked up with the other 'different' boys? I don't know. One thing I do know, he never minded being 'different', which I think helped a good deal.

londonsurrey

cobbingstones wrote: »

Just heard about it yesterday at the IEP meeting.

Thank you both so much for taking to time to reply, its made me feel better already.

You're very welcome, CobbingStones. Don't forget, Bill Gates is a very much an Aspie stereotype, as well as quite a few other successful people. The future doesn't have to be bad.

donsbabe

hello, can i join this thread please. My son is 10 and has AS. He has a lot of issues mainly in school i have to say. i can deal with him at home now but its been a battle with him.

My main issue is the school as im not sure he is working to his full potential. infact i know he isnt. he does less than half the amount of the other children in his class. The teachers just tell me that hes not finished his jobs, or that he hasnt done much.... i have basically told the head that its their job to motivate him and find ways to. They keep asking me how they can do this, ive given them some ideas but im not sure they are coming up with any at all. He has an IEP and it concentrates on him becoming more independant, which he needs too. there is no funding for 1:1 for him, but the SFL teachers do spend time in his class with him for most subjects.

Flyboy152

donsbabe wrote: »

hello, can i join this thread please. My son is 10 and has AS. He has a lot of issues mainly in school i have to say. i can deal with him at home now but its been a battle with him.

My main issue is the school as im not sure he is working to his full potential. infact i know he isnt. he does less than half the amount of the other children in his class. The teachers just tell me that hes not finished his jobs, or that he hasnt done much.... i have basically told the head that its their job to motivate him and find ways to. They keep asking me how they can do this, ive given them some ideas but im not sure they are coming up with any at all. He has an IEP and it concentrates on him becoming more independant, which he needs too. there is no funding for 1:1 for him, but the SFL teachers do spend time in his class with him for most subjects.

Hi Donsbabe, welcome to the forum and the Aspie thread.

The school doesn't seem to have much experience, or motivation, to help children with additional educational requirements. I don't know much about the Scottish education system, but in England we have Special Educational Needs Co-ordinators (SENCOs) who co-ordinate all the children with additional requirements and act as a centre for information and resources. Have you spoken to the person who is designated for this? If this is not fruitful, you need to be able get the school to do what they are supposed to do. This will involve formal meetings with the headteacher, class teacher and SENCo (or equivalent). You may also want to contact Parent Partnership, they will provide advice and support when dealing the school. The can also attend meetings with you, to act as an advocate on your behalf.

One of the things you may need to ask for, is to have your son assessed for a statement of special educational needs. This will help provide the funding for some one to one help in the classroom.

Just quickly, though, it might help to suggest that they cut down the number of tasks he has to complete, so that he can learn how to at least complete some objectives everyday.

carerof3

Hi all
I was the person who had trouble with police welfare checks in Dec. I always wish people would come back and let us know how they got on with problems. So, I have to say that following a complaint to the chief constable (copied to MP), the complaint was taken to local resolution and the inspector "reaffirmed his expectations to the officers concerned" (whatever that may mean). Then Social Services realised that my estranged husband's house was in a different county, and they lost interest.

Anyway I've moved on to my next disaster now - two support workers (boy & girlfriend) walked out because I told one of them that their behaviour was unacceptable. This was not collecting my son from daycare which meant he has a massive meltdown, distressing him & all around him as well, and I was in a mess too. Well one actually said she would work some notice, but it was going to be easier to have all the change in one chunk, so I said 'don't bother' or words to that effect! Luckily we have recently signed up with an agency, so hopefully they can provide someone until we get permanent help.

kidcat

Hi all, I would like to join in too please.

I have four children, of which two are boys both ASD, DS7 has just had his formal diagnosis and DS13 is due his in JUne/July.
We have had many problems with schools, and DS7 is now in a specialist ASd unit within a mainstream school. Whereas Ds13 is unsupported within a mainstream school ( his problems have been ignored throughout primary school, and only after massive pushing since he moved to high school have we managed to get CAMHS etc involved). School have refused to help in any way and for even the smallest thing I have had to battle.
Currently he is in Yr9 and school have already set the yr into GCSE classes and my son will not be sitting more than one or two GCSEs, and has been placed in an ASDAN class with the kids that are badly behaved, truant, uncontrollable etc. he was placed there due to his poor literacy skills not behaviour, school consider his behaviour to be exceptional, he is extremely quiet in school and very reserved.
Without a formal diagnosis I am at an impasse but with every passing day he falls further behind and loses earning time. Its highly likely he is also dyslexic but school have refused to test him as it wouldnt make any significant difference.

Flyboy152

kidcat wrote: »

Hi all, I would like to join in too please.

I have four children, of which two are boys both ASD, DS7 has just had his formal diagnosis and DS13 is due his in JUne/July.
We have had many problems with schools, and DS7 is now in a specialist ASd unit within a mainstream school. Whereas Ds13 is unsupported within a mainstream school ( his problems have been ignored throughout primary school, and only after massive pushing since he moved to high school have we managed to get CAMHS etc involved). School have refused to help in any way and for even the smallest thing I have had to battle.
Currently he is in Yr9 and school have already set the yr into GCSE classes and my son will not be sitting more than one or two GCSEs, and has been placed in an ASDAN class with the kids that are badly behaved, truant, uncontrollable etc. he was placed there due to his poor literacy skills not behaviour, school consider his behaviour to be exceptional, he is extremely quiet in school and very reserved.
Without a formal diagnosis I am at an impasse but with every passing day he falls further behind and loses earning time. Its highly likely he is also dyslexic but school have refused to test him as it wouldnt make any significant difference.

What does his IEP/Provision Map say about help to progress?

Mandy45_2

I have a son who has asd + moderate adhd. Its very hard taking care of him specially with school. He used to go to a community high school but we transfered him to a special school because he needs an individualized and specialized teaching style which the community school cannot provide. Its hard because taking care of him eats our time and energy but Im happy that the school where he is studying now offers a wide rage of therapeutic programs for him to get involve and actively participate.

kidcat

Flyboy152 wrote: »

What does his IEP/Provision Map say about help to progress?

He has an very basic IEP that we have no input into - we requested a meeting each time but school simply send us a copy. It sets out that he needs to read more and practise his spellings basically. School have said that as he didnt have a diagnosis on arrival and as his behaviour is so good there is nothing wrong with him - hes just not particularly clever.

School are difficult as they are considered outstanding by Ofsted and they have very high academic figures which they have got by being ruthless and not allowing any kid that may not achieve the A* to C grades to sit exams. Its therefore in their interest to stall us and keep him out of exams in order to keep their stats up. When I voiced this in a meeting with 40 other parents who were all told that their children were being sidelined and would not sit GCSEs I was told to shut up - and if I didnt like it to take my child elsewhere.
I have since spoke to ex members of staff who have all told me straight that it is school policy to protect their figures at any price. Current staff members who taught my child last year have all said that with appropriate support my son could pass GCSEs but none of them will go on the record or stand up to the management team.

Sorry its so long winded - its been so long we have fought and I feel we have not achieved anything. Its my greatest regret that we placed him there - but we were told that their SENCO was excellent, and that if he needed any extra help they would have it all in place almost immediately - that was three years ago.