Life with a Bear

 

It’s all starting to feel real now, the process of Teddie starting school has begun. He has taster days most Friday afternoon’s from this week.

I have mixed emotions about it all, to be honest, I always underestimated Harvey and Alfie when they started school, there was so much we didn’t let them do at home as we had concerns, only for them to be doing in school.

If I am completely honest I am not worried at all about the actual transition process of school, I know he’ll love it, I’m so worried because he won’t have me!

I have been Teddie’s interpreter for 3 years, I know what will make his sad, how he will react and the order he likes things in.

I have written before about how I felt about Teddie starting preschool, I am already feeling the same about school as he is more vulnerable than most children. Although I have no real concerns about his abilities in the classroom, I am worried about lunch & playtime, will he have them friendship groups??? The thought of him on his own makes my heart break!

There was a time when I felt like I was running into a brick wall, I just didn’t know what I could do for Teddie, Here was this beautiful boy who was driving me insane with his constant pulling me towards things. I felt so guilty for getting so mad at him but I just didn’t know how to communicate with him. Obviously now it is a completely different story, The hard work Teddie has put into communicating is something to be proud of but even now he still needs so much help.

Teddie has a section 23 of education notification which is: Health professionals have a duty to tell the local authority they believe a child under school age has or is likely to have, special educational needs or a disability (SEND). Usually, this notification is made by a Paediatrician or designated medical officers, who must in the first instance:

•  Inform parents that they believe their child has (or is likely to have) SEND
•  Arrange for parents to discuss this opinion with appropriate health professionals #
•  Inform parents that they have a duty to notify their child to the local authority
• Advise parents of organisations that may be able to support them in relation to their child’s SEND.

Children on the spectrum have difficulties with interpreting both verbal and non-verbal language like gestures or tone of voice. Many have a very literal understanding of language and think people always mean exactly what they say. They may find it difficult to use or understand:

• facial expressions
• a tone of voice
• jokes and sarcasm.

Some children can also experience over or under-sensitivity to sounds, touch, tastes, smells, light, colour’s, temperatures or pain.

When Teddie was a baby, there were times when he couldn’t be in the same room as my niece, He was so sensitive to her cry it would literally scare the living days out of him, Teddie is very sensitive if he hears a hand dryer in a public toilet, although most children of his age are sensitive to dryers, Teddie’s experience of the hand dryer has made him refuse to go to the toilet if he even sees one in the room.

A few months back Teddie and I were waiting for the disabled toilets in M&S, I knew the room didn’t have a hand dryer in there so Teddie wouldn’t get distressed when he went to the toilet. while waiting we were approached by an older lady who came and stood directly in front for us queuing. I told her we were waiting for the toilet, her reply was “Well I’m disabled”. For a second I wanted to jump down her throat but I just replied with “How do you know me or my son are not disabled? just because we don’t have a walking aid like you, you should never assume!”  I have since contacted M&S and told them they need to look at their labels on their toilets.