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Parents and teachers working together.
  • Holly59
    Posts: 2,586

    I could write a whole series on this topic . Thought I would post separately as there have been a number of overlapping posts .

    I have a young man at College , undiagnosed PDAer , living proof that if you work together what can be achieved . Parts of the College work together !!!! You just need that one teacher / tutor who,listens and believes what you tell them .

    It is so wonderful to see recently how many teachers are now coming on to the families section and asking for support and suggestions . This is exactly what is needed.

    Teachers are the pivitoal part of the push to get those Clinicians who are reluctant to research or listen to the experts and parents , “ look what can be achieved if we all work together using PDA Stratagies .

    Pat xx
  • PDA_ASD_Parent
    Posts: 4,188
    Agree that working together is imperative. The laws regarding children and families also require it!

    Sadly, it seems to take many teachers and other professionals having personal experience of ASD/PDA difficulties, to start "getting it" and understanding what parents go through with their children.

    "When School Staff Refuse to Accept a Diagnosis – some key questions to ask"

    "Why does the parent have to be more ‘professional’ than the ‘professionals’?"

    "We can’t tell education what to do"

    Plenty more here:

    And all over the internet. It has to change.

    This is what is going on in the majority of cases (which research bears out):

    "Professionals/Authority and the Parent Blame Culture"
  • Holly59
    Posts: 2,586
    Just copied and pasted this article . How true ! This should be included in teacher training ! Add in adjustments for Autistic Parents too . Teachers have told me that’s it’s better that some ASD children fall out of the system we don’t have the time , resources , or financial support to help them . Tragic but true .

    Is the lack of training and the lack of support for teachers setting some children up in mainstream to fail?
    Schools still do not have whole school awareness training in Autism Spectrum Disorder, so that staff understand the implications of the triad of impairments for learning and behaviour, as well as other associated difficulties, like sleep and diet. Autism does not allow a one size fits all sort of solution. All children with autism have some of the same characteristics, but they are intrinsically different and therein lies the rub! So often we get frustrated parents calling our helpline for one of the following reasons: 1. Their child has massive behavioural issues when they get home because they have been controlling their frustrations all day in school as their needs are not being addressed or met by school staff. 2. Their child will not go to school and every morning is a nightmare with school staff totally disinterested and unwilling to make reasonable adjustments, or work with the family to identify the issues. 3. Children’s behaviour is deteriorating, often to the point where a child might be excluded, because there is a clear policy on behaviour, which is being applied by misguided teachers with no adjustment or acknowledgement for the issues a child with autism might have. In many schools there is still no flexible or systemic approach to help develop the necessary skills for children with autism to join the whole school experience. For some children this may mean not being allowed on a school trip, for others it may be more fundamental, because their behaviour deteriorates and teachers do not adopt appropriate communication strategies and there are no strategies in place to lessen the child’s anxiety level. The individual way in which autism manifests itself, makes it imperative that schools talk to parents, to understand the children in their care and to develop the most effective solutions. Schools often seem reluctant to do this. There are some good schools, but despite all the analysis, changes in guidance and good intentions, in my opinion the situation appears to be deteriorating. Many children can survive in mainstream, but sometimes the school seems to put barriers in the way, either through lack of knowledge and understanding, or more worrying, deliberately because they do not feel they have the appropriate resources. What is your view/experience of the current system?

    Pat xx

  • PDA_ASD_Parent
    Posts: 4,188

    Teachers have told me that’s it’s better that some ASD children fall out of the system we don’t have the time, resources, or financial support to help them.

    Terrible attitude. Better for them maybe but not for the children or their families. Especially when they have challenging behaviour and the parent is stuck with them at home 24/7, or when professionals blame the parents for the child's difficulties. Totally selfish attitude. They are very naive if they think that the child 'falling out of the system' will generate some magical special school placement or some amazing family support. It all too often results in the child being stuck in a PRU which is totally the wrong place for a child with sensory issues and other autistic difficulties as there is often really challenging behaviour there from children that might be from care or other non-neurodevelopmental reasons for their behaviour. The autistic child is highly impressionable and can pick up bad behaviours and suffer 'mate crime'.

    there is a clear policy on behaviour, which is being applied by misguided teachers with no adjustment or acknowledgement for the issues a child with autism might have.

    Not forgetting that it's illegal to treat autistic behaviours as naughtiness and exclude a child on the basis of their autism also.

    Agree with the premise of the quote, what it boils down to is school staff neither respecting, listening to or working in partnership with parents. So many of the reasonable adjustments are easy to provide and cost no extra. It's all about attitudes.

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