Having a Flexible Plan at School
Sleep is becoming a distant memory. How we take it for granted when we have it, and fall apart when we don’t.
Yes, by reading the above statement it is clear that I didn’t get a great deal of sleep last night! I first had to deal with little man (despite the fact I was just about ready to drop). By the time he had finally entered the land of nod, I was then wide awake! Its crazy how you go from tried to over tired, then suddenly wide awake! Well, I’m sure the second coffee didn’t much help!
To be honest once I did lie down, I couldn’t switch of! My head was giving me an array of problems, solutions, outcomes and what ifs to just about everything happening in our lives right now. I ended up grabbing a pen and paper and jotting stuff down. I was quite literally taking notes on my own thoughts. Looking at what I wrote this afternoon, it’s clear I need to get some much needed stuff of my chest. So what better place then here. After all a lot has been happening this school year. Note we are still in the first school term, meaning this is all within a five week period! I suggest a cupper and a comfortable seat as this isn’t the shortest post I’ve ever written.
Judging by the last school year, I shouldn’t be at all surprised with the way this ones planning out!
Since Little man went back to school in September his received constant exclusions. These exclusions were imposed all within the same month and given one after the other. Two of these exclusions were given for a fixed term of two days, and the third being for a longer period of five days. However that five day exclusion was messy and after a refusal on my part to send little man to a pupil referral unit/specialist school for children with social, emotional behaviour problems, to avoid a permanent exclusion, we were left not knowing what was going to happen in terms of Little mans return to school for a few more days and everything was a tad confusing. It had been a pretty tough week for the family as a whole. Exclusion was not having any kind of desired affect on little man! At least there was no evidence that it was! It’s in my opinion that by excluding a child a teacher sometimes unintentionally contributes to the child’s long term challenging behaviour.
I like many parents & carers make the same statement.… When excluding the child the teacher may simply be giving them what it is they want, an escape! A child maybe struggling with work, tasks, social situations, or just simply doesn’t want to be in school (Getting back home to their “safe zone”) Other times a child may be far to excited, anxious or confused, leading them letting it all pour out in an inappropriate manner. Then there is them times the child is in self destruct mode and exclusion is the only option. Little man displays a range of emotions and reactions to exclusion. Sometimes it’s clear to see that he considers the outcome of his behaviour to be a benefit to him. He comes home to an environment that he feels much more relaxed in. Other times little man shows anger, upset and a great deal of resentment towards those directly involved in the exclusion process. Little man will often show this degree of upset when he can’t understand the reason surrounding his exclusion, disagreeing with the action taken against him, quite often indicating that he feels misunderstood, or what he has done was justified as their was a reason behind it. Example being someone did something first or someone wasn’t being fair to somebody he considers a friend. In these incidents it’s hard to establish what has gone on.
It’s all well and good being informed in a letter, displaying a list of reasons stating why your child was excluded because…… But when you don’t know what triggered of the behaviours then how do you address them? Little man becomes inconsolable when his excluded on the days a school trip or activity are due to take place. Little man has often stated that the reason he can’t attend is because his different! This seems to unfortunately had a bad impact of his self-esteem. This is when the system upsets me most! To me this is like handing out double punishments and gives the child a feeling of low self-worth. It’s rare he participants in anything his class undertakes and this I can only describe as dehumanising. Punishing a child by not letting them attend a trip for behaviour that hasn’t yet occurred is damaging. How will the child ever learn from the behaviour ? Little man must have the mentality of , “Why bother? I wont be going anyway. After he missed his last school trip that involved a ride in a coach there and back (Reason he was so… excited) he told me he would never believe them again! That he will not let himself get excited till his there! How heart breaking it is to hear your ten year old say that. I understand the teachers did to considered the whole of the class. However I think it’s got to the stage where little man is considered a doomed case. I think on a few occasions certain children have slipped the odd “Ginger” comment in there, I have spoken to a parent of at least one child who calls him this. Yet I’ve never been informed. Little man don’t wait for no one to be around before off loading his string of abuse towards the person who upsets him, he just does. Ok he is pretty dam stereotyped and often says the wrong thing! But sometimes these things are said without true meaning. A new word being, “wasteman” after I asked what it meant he replied, “Mum it means a dust man, who collects rubbish” we had to explain what it meant. This is a word his heard within his school setting and now loves to use.
LEAs Agreement to undertake a statutory assessment
After sending an appeal to the tribunal (LEAs refusal to assess), and the prospect of meeting with the LEA (dispute/resolution service) and the school re-admitting the Assess one! The LEA finally agreed to assess little mans special educational needs. Finally a move in the right direction! The LEA also agreed to contact our preferred specialist school for an emergency assessment place. Though one has not yet been made available, I still have hope. ( what else can you have?) I received a letter stating they are awaiting a response from the school (specialist school) and I have made an appointment to go see them myself (after a lengthy phone call, where I pleaded my case to a very understanding receptionist). I can’t fault the LEA (for once) as they are doing all the right things and have moved very quickly. Little man has already seen the LEAs educational physiologist, though this didn’t happened as planed as he was not allowed to be in his classroom setting which she could have done with observing. Still if it means avoiding a massive upset then so be it! I think things went well and she saw enough. Yesterday we attend a medical assessment which was somewhat exhausting given little mans excitement at the buildings electric windows and his constant need to operate them. I am in the process of writing my evidence that has to be submitted within the next few weeks! Anyone with any tips on this, I would be most grateful to hear them. So…. For now I just hold bated breath that all will be Ok in the end .
Risk of permanent exclusion results in a flexible school plan
We were informed on the last exclusion that little man now faced the risk of a permanent exclusion. As I’ve briefly touched one above, we were offered the placement at a specialist school/PRU . Yet after careful consideration, two visits to the school (One with little man) and a home visiting I felt it to be unsuitable for little mans current level of need. The locked doors and security guard gave an impression of a young offenders unit. Though It’s true to, “Never judge a book by its cover” but little man has a fear of locked doors and this accompanied by a list of other issues was to much to expect him to overcome. So I stood my ground and refused (Looking out for my sons emotional well-being as well as his educational one). We didn’t hear much after that! We had a phone call from the head stating the PRU was expecting him on Monday, which I corrected him on. With this we were left dangling for a few days in till I took him back and as a direct result of this action a meeting was held. There isn’t much point going into the detail of the meeting (for once it was a reasonable one) I just wanted things discussed and options and ideas shared. Well, finally a plan was emerging, I stated I was happy to be flexible if they could be too. I didn’t think the current situation was doing my little man any good and did I really want his self-esteem suffering anymore then needed? Of course not! So we discussed the option of part time school or home schooling with flexibility. The head wanted to speak with the LEA to make sure everything would be legal and above board and for once we were kinda in agreement with one another (I know, big achievement that one) That evening the school left me a voicemail that offered a part time solution to the current situation! Part time schooling for a period of two weeks. We would then have a meeting and if faced with the prospect of no managed move for the remainder of his assessment, we would then have to decided our next steps.
So with that very…… Long update (So sorry about that people), I will bid you good bye. And as always thanks for all the support
0 thoughts on “Having a Flexible Plan at School”
I am sorry you are going through all of this mess. I hope your little man receives an appropriate placement.
I think kids who “are higher functioning” so to speak, such as those with aspergers have it really hard because the outsider sees them and thinks they look “normal” but does not realize they are different. Had the outsider been talking with a kid with “lower functions”, there would be perhaps more of an effort to understand. Society is unfair.
You ask for tips for collecting evidence…I am not sure what kind of evidence you seek, but specific dates and times might help. Are you doing frequency data? Intensity? Timed behaviors? Not sure what kind of evidence you seek.