Mrs W, SENCO* requested involvement of the Educational Psychology Service following from a review within school. At this review Taylor's parents had indicated that they were considering a change of school placement for Taylor.
Taylor has ASD*. He has a Statement of Special Educational Needs, full time teaching assistant support and, in addition, specialist teacher support.
Assessment of Taylor's cognitive skills was undertaken and discussion took place in school, individually, with Miss B*, teaching assistant, Mrs S*, class teacher, and Ms C*, acting deputy head teacher / Little Acorns class teacher. Following this discussion took place with Mrs & Mrs Baron
INDIVIDUAL ASSESSMENT
Cognitive Skills
An assessment of Taylor's cognitive skills was undertaken using British Ability Scales 11 (BAS 11)
Miss B, the teaching assistant who works with Taylor, was present during the assessment.
The Block Building scale could not be completed due to the fact that Taylor would not comply to the task instructions.
Taylor obtained an image equivalent score of 3 years 1 month on the Verbal Comprehension scale. Within this assessment the pupil is asked to manipulate objects in response to instructions. Taylor followed instructions having three information carrying words. He experienced difficulties with two step instructions and the prepositions between and beside. Taylor's age equivalent score on the Naming Vocabulary scaled was 4year 0 months. In this scale Taylor was asked to name objects illustrated in pictures.
Taylor obtained an age equivalent score of more than 8 years on the Picture Similarities scale. Within this scale the child is shown a row of four pictures, on each of the items, and is given a card with the fifth picture. The child is asked to place the card under the picture with which the card shares and element of concept. The score obtained by Taylor on this scale is indicative of a high level of non verbal/visual skills. It also indicates Taylor's ability to focus and persist when engaged in activities that interest him. (Taylor completed thirty-0ne of thirty-three items on the scale).
2. INFORMATION FROM DISCUSSIONS
Discussion with School staff
In discussion with Miss B, teaching assistant, Miss B reported that Taylor has speech problems. He is somewhat controlling and does not like to do what he doesn't want to do. Taylor does not socialise with other children but can become obsessed by individual children.
He does not like to be in the unit, where classes are joined and finds the number of children and the noise difficult.
Taylor finds work on letter sounds and names difficult. He can write his name, his pencil control is improving. He likes books. Taylor follows a speech and language therapy programme in school.
Mrs S, Taylor's class teacher, reports that school have been provided with support and advice from Hillside School* and LEIS*. Taylor has ear defenders which he uses at times. He is provided with a visual timetable and visual prompts. Resources for the use of the PECS*, and Board Maker have been provided.
Mrs S reports that Taylor's number skills are better developed than his literacy skills.
Recent changes within school have led to a lessening of change in routine for Taylor, with Taylor being taught in the same classroom throughout the day. He has a workstation in class.
Ms C reports that it is necessary to be quite firm with Taylor and that she has used the 'when and then' strategy with him to good effect. Ms C reports that Taylor is sensitive to people touching him. He does not like to get hurt and becomes very agitated at times.
Taylor does not like to get changed for PE and it takes him a long time to get changed. Taylor likes imaginative play and enjoys water play.
There have been recent incidents in which Taylor has hurt other children and staff. On occasion Taylor has been sent home. It was observed that other sanctions needed to be put in place in that going home was construed as a reward for Taylor.
Discussion with Mr & Mrs Baron
Mr & Mrs Baron reported, that school have reported that Taylor is making progress. Mr & Mrs Baron consider that Taylor has a limited attention span.
Mr & Mrs Baron report that Taylor's behaviour at home is nothing like that that is reported, on occasion, by school. Mr & Mrs Baron report that Taylor will do things at home, such as pushing people for example, that seem to arise from playfulness rather than aggression. Taylor can be defiant at home and will say 'no'.
Taylor acts out scenarios that he has seen on TV and in cartoons. He will watch some cartoons repeatedly.
Taylor sleeps well but experiences difficulties going to sleep.
Taylor has started to draw at home lately and will will write squiggly lines and 'read out' what this pretend writing says.
Mr & Mrs Baron report that they had concerns with regard to the way the classes had been organised within the Infants and that this seemed to have had a negative impact upon Taylor's progress.
3. SUGGESTIONS AND RECOMMENDATIONS
Discussion with regard to construction, implementation, reviewing and evaluation of Taylor's IEP*, and the Programmes of work within this, will be required within Taylor's next review meeting in school.
SMART targets will be required: that is targets that are Specific, Measurable, Appropriate, Realistic and Time limited.
In addition clarity will be required as to:
- Who is responsible for the implementation of each of the programmes;
- Who is involved and responsible for the monitoring of each of the programmes;
- The resources and materials to be used for each of the programmes;
- The allocation of time for reviewing and discussing work, and preparation of resources if/as required;
- Where the work is to be undertaken;
- At what frequency and duration work on each of the programmes is to be undertaken (dates for reviewing will need to be specified);
- The strategies to be used in terms of behaviour modelling and management eg. the 'when and then' strategy;
- The appropriate and agreed sanctions for inappropriate behaviours;
- The date for the next reviewing and planning meeting.
Continued specialist teacher support will continue to be required.
Continued involvement of the SLT* Service as deemed appropriate by that service.
*Mrs W, Miss B, Mrs S & Ms C have only been named by their surname initial on my behalf to protect their privacy.
*ASD - Autistic Spectrum Disorder
*SENCO - Special Educational Needs Co-Ordinator
*Hillside School - ASD Specialist School
*LEIS - Lancashire Education Inclusion Service
*PECS - Picture Exchange Communication System
*IEP - Individual Education Plan
*SLT - Speech & Langauge Therapy
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