School and expectations - communication.

[aspie*mum]

I have had ongoing issues with a lack of communication from L's school.  (term 4 of last year, and term 1 of this year.  Previously she was at a brilliant regional school).  I am having (another) PSG in a couple of weeks and below are the topics I would like to cover.  I am wondering if any seem unreasonable.  

L has Aspergers syndrome (high functioning Autism) and significant anxiety issues.  These are some notes I have made (and will edit) but would appreciate any suggestions.  If I cannot improve communication with the school, I will move her at the end of the year, and am considering a Montessori school as I think it may be better for her individual needs.

Any opinions on Mentessori schools would be appreciated.  It's not something I ever would have considered before, but I'm thinking it might be the way to go if I can't improve communication with her school.

As a parent I have a fundamental right to be involved in my child’s education.

I would like to support L’s teacher in educating L.  To do this, I need to know what L is doing in class, what she is challenged by and what I can be doing at home to support her learning.

These are my expectations they are not negotiable:

-       I would like to be notified via the communication book of any change in:

• Attitude


• Behaviour


• Work patterns


• Friendships

-       I expect communication from the teacher via the communication book about positive educational achievements so that they can be reinforced at home.  If this cannot be done on a daily basis it can be done on a weekly basis.

-       Information on where L sits in terms of the expected standard, and where she is expected to be at the end of term 2, term 3 and term 4.

-       The communication book to be used to let me know of any changes in routine (if known in advance) so I can let L know, for example if there is going to be a CRT in the room.

- 

-       That HCs, (Psychologist), recommendations on a specific reward incentive are introduced as well as “chill out time”.

These are things that I would like:

-       Sending home examples of her work so that she can share with her family and receive positive reinforcement.  Positive reinforcement from her family is more significant and meaningful to Lucinda than from her peers or teacher.

-       Communication from the teacher on what L is being challenged by at school, so she can be supported on working on that at home.

-       Assistance from the teacher for L to find someone to play with before she goes outside at break time.

-       If the curriculum topics can be flexible when required to help motivate L.

-       Knowing what new topics are going to be covered so I can let L know.  L feels more confident when she has some knowledge on a topic.  When she feels confident she is more likely to have a go.

-       Suggestions from L's teacher on what her family can be doing at home to assist her.

There has to be an acknowledgement that she has a definable problem and that this will involve an individual approach and regiment for a period of time, during which regular communication from school to home is required.

I would like to support Lucinda and her teacher, but I feel unable to do this with the lack of communication from that has been available to me.

[2106greencat]

Is there a reason your daughter can not attend the school you teach at?

I have no idea of protocol in those area's (teacher/parent/student) at the same school, but if it is not frownmed upon perhaps she would feel more comfortable where you are and you could see her progress for yourself and speak closely with the teacher.