[senco-forum] SEBD long help please

Help if you can.This is quite long.

Just some questions:

Has he been referred for statutory assessment?
If so what was the outcome?
Does he have a statement? If so it clearly is not meeting
his needs and needs reviewing.

I would really advise to avoid any kind of restraint. This
is a very specialist area of expertise requiring lengthy
training. If a child is so bad that they need regular
restraint (for their own safety and that of others) and
you've tried every thing else in the book then a mainstream
school probably isn't appropriate provision at this point in
time.

I am all for inclusion but there is a point when a primary
school has to accept the fact that it cannot provide the
level of specialist provision available at a BESD special
school. (I hope that doesn't come across as patronising)

Just initial thoughts.

Mark

----- Original Message -----
From: lynn_harvey at blueyonder.co.uk
To: senco-forum at lists.becta.org.uk
Subject: [senco-forum] SEBD long help please
Date: 01-Oct-2006 18:33:28 +0100

> Help if you can.This is quite long.
> We have a boy just gone in to Yr3, June birthday, big for
> his age. He has caused huge problems at home with his
> behaviour since reception year. At school, a steady
> decline since the beginning of Y2. We have has support
> from our KS1 Behaviour Support team, and every other
> agency you can think of Parent partnership, social
> services, Ed Psyc, Clinical Psyc, CAMHS,local parent
> support charity, offer of Webster Stratton training for
> mum - she didn't feel able to take this up. Accident at
> home, Cp issues, parents split up. He has been screened
> for everything we can think of. In desperation CAMHS are
> thinking of trying Ritalin. This child is taking up at
> least 20% of my time. Current situation is difficult. High
> level disruption, loud shouting, oppositional behaviours,
> insults and abuse, climbing both in in and outside school,
> running around shouting etc. In short, we are at a loss.
> Has been referred to PRU - but full of permenantly
> excluded children, so no places and waiting list closed.
> Have managed to get PRU outreach support for two, one hour
> sessions a week. Have tried lots of strategies based on
> rewards/sanctions. On top of that we have a new head
> teacher who is great, but a little taken aback. Child is
> staying with dad for 4 days whilst mum has to do some
> other things which cannot wait. So I have 4 days to try
> and think of a way forward. Forgot to say he is taught by
> 3 staff each day, due to the way KS2 swap teachers for Lit
> num and foundation subjects. I don't think this is at all
> good for him - but in the short term cannot change it. Has
> anyone else dealt with this successfully? As he walks
> through the classroom door shouting - 'you can't get me -
> too late ha ha ha' I think we are approaching either
> restraint, exclusion or bot ! - Would much rather avoid
> both of these. I need to have a structure in place to
> support both him and the teachers. He does like helping in
> nursery, but the poor nursery teacher has enough on her
> plate. Any advice or suggestions of useful resources or
> web sites would be welcome. Thanks for reading this -
> don't judge us too harshly, there are reasons I can't
> discuss which have led to this situation getting to this
> stage. Thanks in advance. Lynn .
> 
> 
> 
> 
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--
Mark Norwood
www.avssc.org

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Conclusion: We live in a century where people are more
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PLEASE BUY FAIRTRADE!
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