SCN0368

Written evidence from the National Autistic Society - Newham Branch Support Group for Parents/Carers of  children with ASD

As one of  key members of our group, I highlight the main issues of the inquiry that affect the lives of so many families living in the London Borough of Newham with children who have Autism Spectrum Disorder.

1. We are increasingly finding that requests for EHCP assessments are being declined or after assessment have been reviewed the issuing of an EHCP is denied.  However many of these cases follow on to tribunal where an application is granted an EHCP issued. But this lengthy process can be both very daunting and cause families much anguish.

2. We hear of many cases where the support is not adequate and schools are not meeting the needs of their pupils with SEND, despite being on High Level Needs Funding. With no governing body to be held accountable for schools not meeting the needs of a child with SEND or anyone to measure the schools progress other than the parent/carer whose views are often undermined by the school or faced with hostility when the school is challenged.

3. Funding is often not carried over timely with pupils that transfer from one school to another Mid – Year and this often becomes a struggle for the new school to carry out their duty of care towards meeting the childs’ needs without the necessary funding in place before the placement begins. Instead schools are waiting sometimes two academic terms for funds to be allocated.

4. Schools often do not communicate well between different Health Care professionals, particularly if there is a difference of opinion. We have often found that Health Care Professionals hold the child’s best interests as a priority, whereas Schools do not work with same empathy. Parent /Carers  significantly have to fight for their childrens rights for basic needs to be met.

5. Many Schools in the London Borough of Newham resort to Exclusion when children with SEND present challenging behaviours.  Mainly because the inclusion policy does not suit all disabilities, especially when a school lacks in a number of specialist teachers with autism awareness and other SEND. Currently the child is penalised rather then the school identifying the main causes of the presented behaviours. Children react to stressors in their environment and these need to be minimised.  But instead we have found that many schools use part time timetables in place of temporary exclusion. Communication break downs occur between school and Parents/Carers and the child’s education suffers.

6. Our support group has also found many 19-25 year olds faced with disability discrimination unable to access work and apprenticeships post studies. 

June 2018