Support in school

Hello all. Reading a few recent posts/replies has got me wondering again.

Bit of son is 5 , and has "anxiety issues, social communication issues, sensory processing issues, attention issues, attachment issues" and described as a "patchy" profile. He is very bright, and very verbal (!). He has no diagnosis. He finds school very nerve wracking, mostly from the sensory and social perspective at the moment. Though struggles with fear of failing too. He can be very literal and pedantic.

He has a visual timetable which they use erratically, and he is allowed to go to the reading room to escape when he has. sensory overload, but that's pretty much all they provide him with.

What support do your children need at school? What supports have helped or not helped? How do the school perceive your children?

Do you think that the methods of support for autistic children would meet the needs of your children, or do FAS children need something slightly different? I mean, does your FAS diagnosis bring support that is unique to FAS or do the school manage with general strategies common to all SEN.

Sorry for all the questions and the long message. It will be very interesting to hear people's experiences.



2 Replies

  • Hello. It definitely sounds like FASD is a likely diagnosis. Are you going doing the diagnosis route at the moment? Have you evidence of prenatal alcohol exposure?

    There is a direct correlation between early diagnosis and support/strategies and positive outcomes. Also the school have no definite they are dealing with. With diagnosis school will hopefully know what strategies to use for sure. My adopted some is diagnosed and is 5. His school are great. Was a little patchy at first though. Generally FASD affected kids cope in reception and by year 6 are really struggling. His currently teacher is already saying for yr 1 he will need 1:1 for literacy and numeracy. He also struggles socially-not actually playing with kids and not understanding social cues well etc. He also finds concentration difficult and can become overwhelmed sensorily. In school teachers use visual timetable, a pictorial task board, immediate rewards, quiet areas, he goes to smaller group to work (focus groups) and they help with choices, I send a packed lunch as her really struggles with food choices and I send in a picture board with pics on of what is happening after school and the TA goes through it with him just before home time as he really struggles with that transition. Do you get meltdowns after school? - very normal for these kids. Build good links with school and the SENCO and discuss your thoughts on FASD. Lots of autistic strategies work that's for sure but really knowing exactly what you are all dealing with is best. Contact The FASD trust for their Teachers Guide and Ask about training they deliver for schools. They are also working on a kite marking scheme for schools. Hope this helps

  • Definitely would recommend FASD Trust guide for teachers for School. Ring them 01608 811599. Also chat to the school SENCO and ask what they know about FASD and ask whether they think it worth getting an EHCP yet. And, speak to your GP and ask for speech & language therapy. Get them to assess his receptive language levels by doing a CELF. You will probably find that he talks well but has no clue what people are saying to him.

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