[senco-forum] [SENco-forum] Calling in EPs...Tangent...

Unfortunately, Sharon -- not all Grammar School managements are as enlightened as yours. If a dyslexic/Aspergers young person manages to obtain the grades to be accepted into the Sixth Form of his/her grammar school -- then there?can be the problem of much needed additional support. An individual who is very gifted (top 5% cognitively) will have had to have?worked extremely hard during compulsory schooling phase? -- and may have had just about sufficient additional support at Action plus -- plus huge support from parents at home (p'raps private tutoring at parents expense)? to have gotten into the grammar?school in the first place?and mantained performance levels.

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But I supported, at tribunal, a young lady who had all Actin plus support stripped away when she entered Sixth Form -- just when the pressure grew greatest -- and when?ability for independent study was the great expectation. And special government grants (which was depended upon as?this was a single parent low income family) depended upon meeting the time scales for submittng required course study work. So the?student was near to breakdown and?in danger of losing the placement -- due to late submission of assignments and a threat of witholding the vital?course grants. She received no sympathy from her Head of Sixth form -- who did not consdier 'reasonable adjustments' should be made for any of her?Sixth Formers. This?is a very high performing all-girls school -- highly sought after -- one of the top league table state schools in the country.

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So parent requested an assessment -- which was agreed -- but a statement refused, On appeal, the young lady appeared pre-hearing to witness for herself and?virtually won the oral-basis of her?case on her own. The Head of her Sixth Form came as a witness for the LA -- stating that the student didn't need a statement or additional support -- virtually saying -- if?you were lucky enough to be accepted into her renowned establishment --?you either sunk or swam.

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The panel, I'm afraid, gave her a very hard time -- and pointed out the rights of pupils within the SEN legal framework. The student? was signficantly dyslexic and was diagnosed clinically as?having significant Aspergers disability. Also dyspraxia. It was organisation that she needed significant support with -- and mentoring -- plus in-class support with the specific dyslexic literacy difficulties -- plus the rightfully allowed additional time in exams -- all which could only be triggered by having a statement -- in the absence of the school being prepared to offer Action plus support in its?Sixth Form.?

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I?explained the amount of help we considerd neccessary via a statement (although?at a?'refusal to issue statement' appeal the panel have no power to order provision). We depended on what was required on the students timetable and private study schedule to prove our points about levels and types of support needed.?The Chair -- at the end of the hearing --ordered the statement -- without the usual 2/3 week delay in decision-making -- and advised the?LA officer?to find agreeement?with the parent as to?type and amount of provsion without her havng to lodge another appeal concerning provision -- as the provision was so urgently needed to avoid the valuable?placement breakining down. 

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This was done?within a week of the hearing --?and the indefatigable parent?persuaded?the LA?to provide a greater level of support than even?I hade envisaged possible. The highly gifted student is now on schedule with all her assignments and flourishing with the mentor and classroom asssitant (her aim is to go into law and psychology at Universtiy). She had problems with various subject teachers who invited her to expalin to the rest of the class why she has a support asssitant (a most humilating position to put the young lady in). Fortunately her peers knew her well and rallied to her loyally - challenging such teacher predjudice as unacceptable. I?understand the staff have all received in-service?inclusion and DDA training?arranged by the LA --? and the climate towards additional student SEN support at Sixth Form (in this school) is changing positively as a result of this case.??????

-----Original Message-----

From: SEN at tringham.net

To: John Bergin &lt;john.e.bergin at ntlworld.com&gt;; Becta Senco &lt;senco-forum at lists.becta.org.uk&gt;

Sent: Thu, 10 Apr 2008 9:24

Subject: Re: [senco-forum] [SENco-forum] Calling in EPs...Tangent...

In reply to John Bergin.....    Grammar schools deal very competently with any high IQ children with the  temerity to have dyslexia.  They offer a chance to 'expunge' early taken  exam C grades from the records!    My daughter's D in GCSE PE is probably what pushed the head over the edge  and into retirement 5 years ago.    Catering for top 5% IQ + Talented type children only you would be lucky to  find any without Aspergers, social skills issue or 'genius bordering on  madness' syndrome.    Fortunately this Grammar school is perfectly suited to cater for all these  special educational needs.  Don't understand why people want to close them  down.  Putting a 1,000 of these children into local mainstream would be a  disaster. Bringing up 4 children like this is no walk in the park believe me  and teachers would have to be IQ equivalent + to survive the experience.    Sharon    -----Original Message-----  From: senco-forum-bounces at lists.becta.org.uk  [mailto:senco-forum-bounces@
 lists.becta.org.uk]On Behalf Of John Bergin  Sent: 10 April 2008 08:58  To: senco-forum at lists.becta.org.uk      ........& Researchers a-huntin'-of-the-dyslexics in a  Girls' Grammar School of all places. Well  really! Grammar Schools don't have Dyslexics or Dyspraxics or Aspergers,do  they?        No virus found in this outgoing message.  Checked by AVG.  Version: 7.5.519 / Virus Database: 269.22.11/1368 - Release Date: 09/04/2008  16:20          

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