Filed under: Uncategorized | Tags: A levels, Asperger's Syndrome, disability, Dyspraxia#, GCSE, SEN, Special Educational Needs
I haven’t blogged for quite a long while. With two boys with special needs at home, requiring help and support to access the curriculum at school, it is fair to say that we took a decision to put all our energies into helping them achieve their aims at school, and to achieve their dreams in their out of school lives. So blogging has I am afraid gone by the by. However, today I am hit by the knowledge that Monday will be the date of William’s last GCSE exam and he will wear his school uniform for the last time. It marks the end of fourteen years of planning, plotting, fighting, hoping and praying for him to reach this time happy and with some qualifications and with options to go on to A levels. The signs are very positive that he will have passed his exams. He has worked hard, and knows where he wants to go – he will start sixth form in September. I am still anxious for the future as I look at the way the government says it would like to develop education. I know that this is not the end of the road. I know that both of my children have a way to go in overcoming the obstacles that will be placed in their way by their disabilities, but I am struck dumb by their tenacity and will to work hard and to succeed.
Filed under: A few thoughts, Education and the new government, Special Needs Education | Tags: battle fatigued, BBC Learning Parents blog, BBC Parents blog, bloggers, cuts to therapy services, education cuts, education transport, Green Paper, Hens, Michael Gove, parents, SEN, SENCO, Special Educational Needs, Teaching Assistant, writers
It has been a good few weeks since my last blog. I must confess to feeling somewhat battle fatigued due to the escapades of the new government and their effects on my children’s schooling and haven’t wanted to write as much as before. I have found it very stressful, watching the effects of the cuts and the changes to our education legislation take shape. My own children’s school recently became an academy, with only the sketchiest of consultation processes. The school’s defence to this when questioned was that they never arranged any meetings because they thought a consultation event would be poorly attended… we never stood a chance. The Local Authority has been trying to save money by messing with transport arrangements for statemented children, and have sent out some confusing letters for parents to worry about. Cuts to therapy services and educational psychology services are starting to have a bigger effect. SENCOs are walking around school looking increasingly stressed, and William is now finding himself ‘buddied’ up with other children to share teaching assistant support. We are watching this carefully but it is hard to object to this knowing that in doing so, another child may simply not get help at all. It is fair to say that some of the services our children rely on are simply not what they were.
In response to this I have found myself taking refuge in my garden more and more. My potatoes and raspberries have been very demanding as have my hens who still have not recovered from the effects the issuing of the Green Paper had on them. See here: https://guerrillamum.wordpress.com/2011/03/09/in-which-guerrilla-mums-hens-suffer-because-of-michael-gove/
I have not been entirely idle however. The people at the BBC Learning Parents blog have asked me to write a piece for them which can be seen here: http://www.bbc.co.uk/blogs/parents/ You can also see posts from other writers/bloggers/parents with similar interests in special educational needs and parenting.
I’m hoping that I can shake off this coalition inspired malaise and get back to blogging soon. Normal service will I trust, be resumed shortly
Filed under: Special Needs Education | Tags: Coalition, coalition cuts, disability, education, education cuts, Education Minister, graduated response, Green Paper, Green Paper SEN and Disability consultation process, Guerrilla Mum, improved teaching, Michael Gove, pastoral care, Sarah Teather, school action, school action plus, SEN, sharing best practice, Special Educational Needs, statement of special educational needs
The green paper for SEN and disability states that those children who currently have a statement, less than 3% of children with SEN, will have an education, health and care plan (EHCP) under the new system. There are also plans to improve achievement for children who are disadvantaged through pastoral care. So far, however, there are only very vague indications about how SEN will be provided for in children who fall into neither of the above categories and have less severe SEN. There will be a lot of children in this lower level category of need! Many of these children will have very real SEN requiring specialist support.
I have commented regularly about the limp and woolly provision currently available to unstatemented children with SEN through the school action and school action plus categories of the graduated response process of our current system for meeting SEN. Yet the new system promises to scrap these classifications replacing them with a new tier of provision. Children will be ‘lumped together’ in this category, with some receiving pastoral care because they are disadvantaged, and others receiving support for SEN through ‘better teaching’ and schools sharing best practice. Also, the voluntary sector will be brought in to carry out so far unspecified roles. Remember, this new system will be implemented by health and education services that have undergone savage cuts and will draw heavily on untrained support from the voluntary sector. I don’t believe it is possible to improve provision for children with SEN and disabilities by cutting specialist services and replacing these with an untrained voluntary sector.
I can see a lot of children who need specialist intervention for their SEN receiving little more than pastoral support if the school has nothing else to offer, leading to misery and failure for thousands of children. How do I know? This is exactly what happened to my son under the deeply flawed but infinitely more robust graduated response of our current system.
The lack of clarity surrounding this is simply not good enough. Everyone has the opportunity to influence these policies by taking the opportunity to make representations to the consultation, and write to their MP to ask how, in detail will the plans be funded and implemented.
Filed under: Education and the new government | Tags: children, DfE, Disabiliity, empathy, Green Paper, Hens, Michael Gove, SEN
In our house the Guerrilla Dad got up having listened to the 6.00 news on Radio 4 and went to let the hens out. Being a cheery chap he usually speaks to all the hens kindly and gently however, this morning he had heard the Green Paper on SEN & Disability was proposing to scrap statements and was proposing statutory mediation in a process which would be managed by the voluntary sector. ‘Big Society, Big &^%(*£”!! said GD as he grumpily put out the hens’ food. We later heard on Radio 4 a report suggesting that hens have empathy. Being empathetic they retreated to their hen house.
We are still checking the DfE website, and the hens are still hoping the GD’s mood improves because they do miss their little chats. It will not improve if the news does not very soon get better than what is touted by the Tory press.
GD is proposing that our William’s hen Queen Latifah should be seconded to the Dept of Education as an advisor, as he has seen precious little evidence of the government demonstrating empathy for children with SEN and disability. We think she could teach the government a lot…
I drove two unhappy children to school today who were worried that they would lose their places at school and their help because of what they had heard on the news.
More later. For the record, this is not my response to the Green Paper because I am waiting until I have actually read it – unlike some!
Filed under: Book reviews | Tags: Asperger's Syndrome, classroom strategies, education, Gill D Ansell, Higher Level Teaching Assistant training, Role of TAs, role of Teaching Assistants, SEN, Special Educational Needs, successful outcomes, Teaching Assistant Training, Teaching Assistants, Working with Asperger Syndrom in the Classroom
Gill Ansell has over 14 years’ experience of working with children with Autistic Spectrum Disorders in special school and mainstream settings. She begins her book by explaining something about Autistic Spectrum Disorders and how these impact on children in the classroom. She describes her first job as a TA when she wasn’t sure what to do or what was expected of her with a refreshing candour. Now she is someone who has valid and relevant experience of working with children with AS and much to share with both parents and education professionals alike.
The book contains a wide range of strategies to use with children with AS and Gill explains in detail why they work so well. These include strategies for visual learners such as ‘The Good Book’, ‘The Feelings Book’ and ‘Oops! Cards’. There are also sections on small group work and working one to one, behaviour/anger management, and a range of strategies regarding the child’s physical working environment such as individual work stations. She talks about the stresses of break times and bullying and helping children deal with feelings and emotions.
There can be huge variations in the training and effectiveness of TAs. What is noteworthy about Gill is that her creative strategies are quite clearly aimed not just at emotionally supporting children in school but also at engaging the child in learning. She keeps going until she gets as close to this aim as possible in a bid to give the children better educational outcomes. Also many of her strategies are low cost which makes it much more likely that a school will take up suggestions from parents.
If a child’s needs are not being met at school it can be really difficult for parents to get across in meetings exactly how they would like the school to help their child. This book with its practical advice and its accessible explanations will offer lots of ideas to all parties taking part in discussions about how a school might best meet the special educational needs of children with AS in primary and secondary settings.
I have been involved with special needs education for 10 years now since my oldest son first displayed difficulties at school. I still found some new strategies in here that we can use, and I wish that this book had been available to me 10 years ago.