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Severely autistic child starting Reception in September

Discussion in 'Special educational needs' started by cariad2, Jul 5, 2011.

  1. cariad2

    cariad2 New commenter

    That's really helpful. Thank you for such a detailed reply.
    How would I find this out? Is mum likely to know?
    That sounds a good idea. His support worker from nursery said that he will sometimes stay on the carpet at nursery if he is holding something that he'd been playing with. She tried him with some sorting vehicles on the visit, but it didn't work. I've got some of my daughter's old baby toys up in the loft, and some of those might fit the bill. I hadn't thought about using them, but after reading your post it seems like they could be useful.
    Yes he does. So far he hasn't been aggressive towards other children, but that seems to be because his INA is so on the ball, she's been able to see something about to blow up and has shooed other children out of the way. But adults have been kicked etc.
    That's one of the things that I asked mum when she came to our new parents evening. Apparently he isn't toilet trained, but is starting to show an awareness that he has wet or soiled himself. Unfortunately he shows this by taking his nappy off and throwing it about. Mum said that she would try and toilet train him during the summer holidays. I'll try the idea of having a picture of a toilet, and see if he responds. Getting him to focus on the picture could be a challenge!
    I totally agree, but mum is very keen to try mainstream schooling first. As long as he has 1 to 1 support, I'm happy to have him in my class. But I feel completely inadequate. I don't have the training or experience to deal with a little boy like this, and don't know what benefit he will get from being with us.
    Thanks again for all the advice.
     
  2. Hi there
    I am a teacher in a special school for children with autism and SLD. I teach R, Yr1 and Yr 2 and it sounds like this little boy would fit the bill of our school perfectly. I agree with the above posts, some excellent advise there. I have recently written an essay for the MEd I am doing in Autism where I had to note what key principles I would put over to staff new to working with children with autism - it might be a useful read for you. If you would like it please leave an email and I will forward it on.
    Overall the key principles I discussed were:
    To always make expressive language your priority
    To continually provide visuals to enhance receptive language
    To view behaviour as purposeful
    To take into account sensory needs

    If you want to have a read leave an email and i will send it to you.
    Smengy84
     
  3. cariad2

    cariad2 New commenter

    Thanks very much to everybody who has posted on this thread. Your advice is really helpful. Although I'm still not completely sure how he and I are going to cope in September, I feel much less overwhelmed by it now that I've got more of an idea of the kinds of things that I need to look for, and the sorts of strategies that might be useful.
    Smengy84 I've PM'd you.
     
  4. Hi
    I work in a special school with many children with ASD but am also an outreach teacher for ASD pupils in mainstream. Sounds like you have been given some very good advice so far. In terms of the sensory needs it may be worth seeing if your LA has access to an OT who has experience in sensory assessments. You need to contact the speech and language therapist involved to see if they can support in terms of relevant communication targets. Google intensive interaction as it sounds like he may benefit from this approach with his 1 to 1. Ask your SENCO If they have the ASD inclusion development programme that was released a couple of years ago. There is an early years version and it us good sound advice. Have a look on the national autistic society website. They have a lot of advice for teachers. Also the autism education trust do a downloadable set of resources on their website. Autism in the early years by cumine leach would also be a good book to get. If you want to email me I can support with more things if you want. Seems a but bizarre that your local special school don't support till year one as early appropriate support is key! Might be worth going to visit them to see their practice as that always helps.
    Hope this have been of some use and please do contact me if you want more specific advice.
    When I go out to mainstream the classes where it works is where the staff are keen and willing it to be a success. By posting on here you are already doing that so that's really good.
    Good luck
     
  5. cariad2

    cariad2 New commenter

    Hi specialkids,
    Thanks for the advice. I've got a meeting with the SENCO next week, so thanks to you and the others who have posted on this thread, I know what kind of questions I need to ask, and what kind of strategies and resources I can suggest.
     
  6. Hi I work with nursery/reception pupils with ASD in a special school. Sounds like one of mine. I have a class of 5 with 2 staff and speech therapy input twice a week and we still struggle!!
    Parents are often in denial about the level of needs their child has, it's part of the grief process. They assume the child understands everything even when they don't. Your SENCO and LA should support you as this child should have a statement and recieve advice from a speech therapist. Kick up a fuss if they don't.
    Even if the special school don't do outreach until Yr 1 am sure that a nice teacher will let you visit and spend the morning or afternoon in one of the rooms, (I frequently do this) and I'm sure you can persuade your school to release you as part of your CPDevelopment. It will give you lots of ideas and inspiration.
    The best resource is the Inclusion Development Programme for ASD and there is an early years one. It's been mentioned before in an earlier post, you can access it for free through the National Strategies website, go to page on special needs and look for inclusion development, it's a bit of a pain to find but will give you a series of tutorials to go through to expand your knowledge. If you've worked with pupils with ASD you probably know the basics.
    The National Autistic website is brilliant too, go to the information section with useful handouts. Suggest the parents go on an Early Bird work shop course with the NAS - most LAs do run them for pre-school pupils and maybe that will help them realise the kinds of things their child with benefit from.
    Ultimately you can only do what you can and sometimes you've got to be cruel to be kind and not try to make everything work, put a spin on it and give the parents false hope. Logistically you have 30 pupils and he is only 1 of them. Inclusion is fine in theory for some pupils but most of my pupils are doing fantastically well in a structured environment with highly specialised, trained specialist support.

     
  7. cariad2

    cariad2 New commenter

    Thanks jacwheble - lots of really helpful advice there.
    I think that I should print this out and show it to my head!
     
  8. alm721

    alm721 New commenter

    Presumably this little boy is statemented? If not it might be worth finding out why not. Has the ed psych been involved? Have they recommended anything, Mine suggested using the TEAACH appropch although I'm not sure how much evidence is based around this approach. If you want any advice/views from a parents viewpoint, check out the 'special needs children' talk section of mumsnet. I'd ask your senco for any copies of reports school have from s&lt's OT's etc.
     
  9. Hi.
    If you go on Linden Bridge School in worcester parks website click on outreach link then on A.S.D information link then scroll down the top 2 pdf's are the N.A.S education trust new tool kit for teachers in schools. the first one is the tools for teaches guide and then the second one is the actual tool kit which has 119pages of printable ready made resources in bright colours...It's fab!!!!!
    Hope it helps....
     
  10. I have read this post with interest as I have a very similar child starting in my year R class in September. Even if we appoint 1:1 support, which I think we will have to do, I am really questioning if there is any part of the mainstream curriculum she will be able to access, and like someone else wrote I don't think her parents understand just how severe her difficulties are. I am doing my best to remain positive but I do lie awake at night and wonder how to manage her needs, and the needs of the rest of the class!
     
  11. cariad2

    cariad2 New commenter

    Thanks everybody for all the advice and links. I had the transition meeting last week which was very interesting. I'd thought there were just going to be a few of us there, but there was a roomful of people including the Ed. Psych, speech and language person, somebody from Early Years ASD team, and the Head and INA from his current nursery.
    Thanks to this thread, I knew what kind of questions I needed to ask - and could understand the answers! All the professionals thought that the meeting was very positive. I came away feeling a lot more confident about how to deal with this boy's needs, and pleasantly surprised by the amount of unexpected support that I was going to be given by outside agencies.
    His mum, however, had a completely different view of the meeting. She had quite an outburst, declaring that she had never been in such a negative meeting, all that she was hearing was what a problem her little boy was going to be, and that the class teacher clearly had no idea of how to teach him.
    The Early Years Special Needs woman from County (I've no idea what her actual title is - we all just call her X from Early Years), tried explaining that we were just trying to get to know the little boy as well as possible so that we could meet his needs, and that as most children like him are educated in special schools, very few teachers in mainstream schools will have experience of teaching children like him.
    The meeting must have been a wake-up call to mum (who hadn't even visited our school before applying for a place). Since then she has visited 2 local special schools, one of which is a specialist school for children with autism. Apparently the visits were successful, but neither school has places at the moment.
    I still don't know whether he will be with me in September or not.
     
  12. rpcsherry

    rpcsherry New commenter

    This sounds really helpful. I am new to the role in a new school and know that we have a similair situation coming up in Reception. I would really love to read your essay if you could mail me please. many thanks
    rpcsherry@yahoo.co.uk
     

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