AUTISM Is Australia on board?

[petersloan]

Our 3 yrd old son has been diagnosed with ASD.

 

Early Intervention is the key and he is doing fantastically well with the support we have here in Northern Ireland.

We've stalled on our application to give him and us time to adjust and to ensure he gets the best possible care to enable him

to understand and cope in the big bad world.

 

I'm just wondering if anyone knows anything about how Autism is treated in Australia and how schools are set up to deal with it?

If anyone is in the same situation as us and are already out there, how are you finding it?

 

Any advice or experience greatly appreciated!!

 

Thanks Peter

[Loopylu]

Our 3 yrd old son has been diagnosed with ASD.

 

Early Intervention is the key and he is doing fantastically well with the support we have here in Northern Ireland.

We've stalled on our application to give him and us time to adjust and to ensure he gets the best possible care to enable him

to understand and cope in the big bad world.

 

I'm just wondering if anyone knows anything about how Autism is treated in Australia and how schools are set up to deal with it?

If anyone is in the same situation as us and are already out there, how are you finding it?

 

Any advice or experience greatly appreciated!!

 

Thanks Peter

 

Hi Peter

 

You may want to talk to a Migration Agent about your son's diagnosis and his prospects of getting a residency visa for Australia. See the articles below which provide some background on DIAC's attitude towards autism. I hope that you are able to proceed with emigrating if that is what you want for your family. I have an Australian friend who has an autistic daughter and her daughter attends a special school because her autism is quite severe. However, there are state schools that take children with less severe learning difficulties and one of our local state high schools has a special unit so that such students can receive extra support. Again, I know people whose daughter attends the unit and they are happy with the standard of her education.

 

ARTICLE 1:

 

AN OVERSEAS doctor at the Hackham Medical Centre has had to leave his family in the Philippines for almost two years because the Immigration Department won’t grant his autistic son a visa.

 

Dr Edwin Lapidario has spent 18 months and thousands of dollars in lawyers fees trying to have his wife and two sons join him in Australia.

 

His wife Cherryl and son Savion Nash, 2, were granted dependent visas in February 2009 but eldest son Sean Craig, 5, was refused because he has autism.

 

“I just want them to be here,” Dr Lapidario told the Southern Times Messenger last week.

 

“My son needs me and my wife has no medical experience and it is really hard for her to cope.

 

“Whenever I talk with my wife over the internet, we cry every night.”

 

Dr Lapidario moved to the southern suburbs in June 2008 to further his career. He said Sean did not show signs of autism before he left for Australia, and it was only detected when tests were undertaken as part of the visa process.

 

After Sean’s initial visa application was refused, Dr Lapidario lodged an application for a long-term medical visa to have his son assessed in Australia but it was rejected this month.

 

Dr Lapidario flew home to the Philippines on Monday (March 22), where he will lodge an application for a short term medical visa. If this fails, he may be forced to return to the Philippines.

 

“I’ve got no choice. What is work if I have good pay here or good job here without my family?” he said.

 

“My family is the first one for me.”

 

Hackham Medical Centre manager Pam Thorpe said one of the clinic’s patients, Rob Pattison, had started a petition in a bid to have Sean granted a visa.

 

“It’s just so frustrating what he has to go through,” she said. “To try and get doctors is like trying to find a needle in a haystack.”

 

Latest figures from General Practice Network South (GPNS) show Hackham, Hackham West and Huntfield Heights have has just one GP for every 3846 residents. An acceptable ratio is one to every 1408 residents.

 

GPNS chief executive Dr Helena Williams said it was critical governments supported international doctors and their families who were working in areas where there were GP shortages.

 

“It can be very difficult for practices to recruit GPs to work in some areas, both rural and metropolitan, so once they have been recruited we must invest in strategies to support them and their families to stay within that community,” she said.

 

An Immigration Department spokesman said while the department was “sympathetic” to Dr Lapidario’s situation, his son Sean “was assessed by a medical officer of the Commonwealth (MOC) as not meeting the health requirement on health and community cost grounds”.

 

“The Department is required by law to abide by the findings of the MOC.”

 

“It is long-standing Government policy that high cost medical conditions are a consideration in visa decisions,” he said.

 

The spokesman said Australia’s healthcare resources were “finite” and the Government had a responsibility to “help contain public expenditure and ensure Australian residents have access to health and community services”. He said Dr Lapidario could apply for another temporary visa for his family involving a shorter stay or a different visa in which he would agree to cover the medical costs of his son.

 

Kingston MHR Amanda Rishworth (Labor) said her office had advised Dr Lapidario to apply for a short term medical visa and was writing a letter to the Immigration Department outlining his son’s case.

 

Autism SA manager community relations Karl Zander said every person with an autism spectrum disorder was affected differently and some may have associated health issues.

 

“The diagnosis of autism spectrum disorder is not medical as it is a development disability and the diagnosis is based in three main areas, in deficits in communication, socialisation and repetitive and restrictive interests and behaviours.”

 

Dr Lapidario’s plight echoes the 2008 case of German-born Dr Bernhard Moeller who was refused permanent residency to settle in Horsham, Victoria because his son had Down Syndrome. Dr Moeller and his family were eventually granted permanent residency.

 

ARTICLE 2:[h=1]Autistic girl Niamh Scott's Australia visa block overturned[/h] The Scotts believe the environment in Australia will benefit Niamh

Continue reading the main story [h=2]Related Stories[/h]

 

• Autistic girl has visa blocked

 

 

A couple whose autistic daughter was denied an Australian visa have now been granted permission to emigrate as a family.

Adrian and Julie Scott, from Didcot, Oxfordshire, want to move with Niamh, 12, who has severe autism and is profoundly deaf.

The Australian Department of Immigration and Citizenship has now overturned its previous decision.

Mr Scott described it as "the best Christmas present ever".

The Scotts hope to move to Australia with Niamh and their 19-year-old son Tevin next summer.

Their 29-year-old twin sons already live on the continent and Niamh's grandparents emigrated there almost 20 years ago.

'More favourable decision' Mr Scott said: "There are no words to describe how ecstatic we are - it's the best Christmas present ever."

A letter from the Australian Department of Immigration and Citizenship to Mr Scott said Minister for Immigration and Partnership, Chris Bowen, had "decided to exercise his public interest power" and grant "a more favourable decision".

The family have been granted a permanent resident visa, which allows them to travel in and out of Australia for five years, on the condition they enter Australia before 11 December 2017.

When it originally denied the visa, the immigration department said it did not refuse applications based on disabilities, but took into account public expenditure on "health care and community services in short supply".

Entry rules for foreigners wanting to live in Australia are complex and several different types of visas can be granted, including business visas, student visas and employer sponsored visas.

Overseas parents may be eligible to migrate to Australia if they have a child there who is an Australian citizen or permanent resident.

Skilled workers and professionals who can benefit the economy can also be granted visas.

 

ARTICLE 3:

 

A London Metropolitan Police sergeant and his family have been denied an Australia visa over fears the state would have to pay for his autistic stepdaughter's condition.

The Threlfall family have fallen victim to a policy some accuse of being discriminatory.

 

Sergeant Peter Threlfall says he has spent over £5,000 preparing his family to move Down Under and is furious his 25-year-old stepdaughter Sarah's condition has prevented them from receiving an Australia visa despite her having two jobs and having no intention of seeking assistance from Australian authorities.

"Sarah is not a drain on UK resources and would not have been on Australia," said Mr Threlfall.

Australian immigration requirements currently stipulate that any potential migrants must not have health conditions which could place a burden on Australian healthcare services. Autism is considered to exceed these requirements.

Mr Threlfall has spent the past few months appealing the decision, claiming Sarah works two jobs and volunteers with the Scout and Guide movement yet has had little success and is now preparing to remain in the UK.

Mr Threlfall had secured a job with the Ceduna Police Force in South Australia and had even turned down a lucrative position within the Metropolitan Police.

The Threlfall family had hoped to repeat the case of the Lapidario family who avoided deportation on the grounds of having an autistic child when their local community offered to help pay for treatment but no such solution looks possible now, despite support from several within Australia.

"A decision made on some sort of disability shouldn't be grounds for someone being in the country, it is discrimination," said David Holst, chairman of the Intellectual Disability Association of South Australia.

Meanwhile Kelly Vincent, MP for the Dignity and Disability party has called for an overhaul of the 'discriminatory policies' which have ruined the Threlfall family's plans.

"It is very concerning and I think insulting to put all people with disabilities in the same basket," said Ms Vincent.

"We need to stop pretending that people with disabilities and their families don't pay taxes too."

 

I hope the above information is useful.

 

Loopylu

[Paul1Perth]

Our youngest has an autistic spectrum disorder, learning difficulties, dispraxia, epilepsy. We have had some good help from both schools but had to push for it at Junior School. We enrolled him in a private school as they had a "special stream" for kids with learning disorders. Best thing we can say he loved school and was very proud to go there. Used to give his brother heaps that he only went to the local state school, whilst he was going to a private.

 

He got his school certificate and is now registered with an agency (edge) here in Perth who found him a work experience place in year 11 and then 2 days in a paid position doing a cert 3 in business at UWA in year 12, other 3 days at school. He has left school now and finishes his course in a few weeks. Edge are looking for a position for him and are hopeful they will find something for him. There were a few kids in his stream that edge have helped out so all in all we've had a decent amount of help.

 

Edge don't charge and are a non profit organisation. I've posted other things about our youngest and the things we've had to do so feel free to trawl back through my posts.

[Quoll]

Provision of services is state specific and varies from state to state. I don't know that you will ever find "perfect" support - parents of kids with autism and other pervasive developmental disorders always seem to have to battle for what they consider reasonable services and given the finite bucket of disability money that is perhaps understandable. Just having a label - especially if it is not Kanner Autism but one of the other, perhaps more functional varieties, won't necessarily get you services at all in some states.

 

There is a bit of a catch 22 - if the autism is severe enough to warrant intensive service in an education environment then chances are you won't be getting a visa.

[petersloan]

It's all quite depressing really....

 

Understandable to a certain extent when it comes to a financial burden on the economy but ASD is such a broad spectrum

it seems unfair that a child with a mild form of Autism with no further learning difficulties (as Jude has) can be refused on the basis

of one medical?

 

Do they not take into account his progress, letters from people involved in his development etc etc.

 

My wife teaches special needs with many autistic children in her care and she feels unbiased in saying that Jude will

be able to lead a normal life with maybe a year in a special nursery to get him that one to one care he needs to prepare

him for a mainstream school.

 

We feel that he would thrive in australia! We have many family members living in Melbourne so we would have our own support

network as such. That probably wouldn't make a difference to an application as its a box ticking exercise.

 

It'll be three years before we will decide whether to make the move to apply and maybe by then some common sense will prevail

and a better system of assessment will be in place.

 

Either way its a little disheartening at the moment but that's life. Whatever will be will be!!

 

Thanks for your replies guys hopefully get a few more. All the best Peter

[Naomi from Manchester]

Have you heard of the National Disability Insurance Scheme? ( ww.ndis.gov.au/about-an-ndis/what-is-an-ndis/ )

 

It's not in place yet and at this stage I don't think anyone really knows what level of disability will be required to qualify for funding, so I don't know how relevant it would be for your son.

 

The idea is that the people with a disability / their families can decide for themselves which services / equipment to spend their funding on.

[roger2shirts]

Firstly talk to a good agent.

 

Bill Rose at http://www.anglia.com.au is brilliant and I'd recommend him for an initial chat.

 

I have 3 ASD children, admittedly diagnosed in Australia and in Queensland the early intervention package is AMAZING.

 

World class experts on the Sunshine Coast!

 

PM me if you want to know more. The initial visa is your hurdle - but Australia is a great place for these kids.

[Rupert]

It's all quite depressing really....

 

Understandable to a certain extent when it comes to a financial burden on the economy but ASD is such a broad spectrum

it seems unfair that a child with a mild form of Autism with no further learning difficulties (as Jude has) can be refused on the basis

of one medical?

 

Do they not take into account his progress, letters from people involved in his development etc etc.

 

My wife teaches special needs with many autistic children in her care and she feels unbiased in saying that Jude will

be able to lead a normal life with maybe a year in a special nursery to get him that one to one care he needs to prepare

him for a mainstream school.

 

We feel that he would thrive in australia! We have many family members living in Melbourne so we would have our own support

network as such. That probably wouldn't make a difference to an application as its a box ticking exercise.

 

It'll be three years before we will decide whether to make the move to apply and maybe by then some common sense will prevail

and a better system of assessment will be in place.

 

Either way its a little disheartening at the moment but that's life. Whatever will be will be!!

 

Thanks for your replies guys hopefully get a few more. All the best Peter

 

I don't think anybody has said that it would be a fail in the medical. The main issue is the one Quoll mentioned, that if he is able to pass the medical, then you might find down the line that he won't qualify for any assistance at school or you have to fight hard for it.

[Quoll]

Sadly, too, it isnt your feelings or your beliefs which are important. The line in the sand is drawn upon the potential cost to the Australian tax payer. Whilst it may seem unfair, a good many tax payers would say that anything which reduces the burden on them is a good move - it's not as if, as I said, there is an infinite bucket and Australia generates a good number of its own with disabilities. Go to one of the agents who specialize in visas - George Lombard and Peter Bollard are usually suggested in this regard as they both have significant expertise in the impact of disability on the prospect of visa applications. A lot of others, sadly, dont have a clue and will promise the earth only to have it all come crashing down after you have spent your dosh with them.

[petersloan]

Sadly, too, it isnt your feelings or your beliefs which are important. The line in the sand is drawn upon the potential cost to the Australian tax payer. Whilst it may seem unfair, a good many tax payers would say that anything which reduces the burden on them is a good move - it's not as if, as I said, there is an infinite bucket and Australia generates a good number of its own with disabilities. Go to one of the agents who specialize in visas - George Lombard and Peter Bollard are usually suggested in this regard as they both have significant expertise in the impact of disability on the prospect of visa applications. A lot of others, sadly, dont have a clue and will promise the earth only to have it all come crashing down after you have spent your dosh with them.

 

Thanks Quoll I've emailed George Lombard so we'll take it from there. I understand the burden of cost to the tax payer and in the big picture its the right thing to do

for a country. I wish here was as strict!!

We'll just have to remain positive! At the end of the day if we can't get to Australia its not the end of the world but we know it

would make a world of difference for the kids especially Jude..

Here's hoping!!

[Queuball]

Hi Everyone

 

My son, who turns 9 this coming Monday, is on the ASD spectrum. He was official diagnosed with asperges 2 and a half years ago (end of his year 2 at school).

We had a painful battle of well over 3 year to get his diagnosis here in Bexley(Sout East London). He is on low dosage of medication (our absolute last resort to deal with his anxiety so he could learn and understand his challenges better) and is doing well academically at the mainstream school he attends that has ASD provision.

 

I can't comment on the schooling in Aus yet, but can say something about our experience of out visa process. The only issue I had was that none of the migration agents I approached were of any help with some even declining to take my case. I desided to go the visa process solo as I felt just knowing if we could get in to Aus was worth the £3500 ish I spent on the entire process. I couldn't live with myself not knowing for the sake of both my kids. We had no issues at all during the application process. When we went into the medicals I submitted copies of all his diagnosis reports including any details of how he is getting on at school. We had no further medicals for him. About 2 weaks after medicals we had our perm residency visa.

 

We are about to go for a brief holiday in the next month or so to make our initial entry to validate our visas. I will be spending a couple of days investigating schooling while there. I will post an update.

 

I hope this helps you in some way.

 

Cheers

Queuball

[Johndoe]

Can't speak for other states but I am more than happy with how my son has been accepted/nurtured by his school. It's a private school that takes 25% disabled kids and the fees are around $1000 a term. Class size ia a max of 15 with the average of 12. This is from something I posted a while ago...................I sincerely hope that it gives you some good vibes about your child's future:

 

"Bridget has gone to bed after a particularly harrowing night shift and I really need to let this out.............it's a long 'un so bear with me.

This is one of the happiest days of my life! :yes:

 

As you may know, Jake (17) is autistic and attends a private school that takes 25% of it's pupils with disabilities. He's in his final term and I have worried constantly about his future as he's such a gentle, naive, polite soul, whom I feared, would really struggle with his life once he left school. He too has expressed his concern that he's not ready to leave school yet.

 

We had his IEP (Individual education Plan) meeting a couple of weeks ago to cover his last term and we mentioned that we didn't think that he was ready for the "real world" yet and so we asked if there was a possibility that he could resit his final year. This was not for academic reasons but merely to keep him safe and allow another years maturity before he was on his own in the job market and social setting. We were told by the Disability Support Teacher that she would investigate this.

 

This morning, we had an appointment with the Principal to be told the outcome. To our surprise, when we arrived, not only was the principal present, but also the DST and several other members of staff. Apparently, they had discussed Jake's future at length, since the IEP meeting.

 

We were told that throughout the last 2 years, Jake had become a mentor to many of the year 11's and below, as well as some of his peers, helping them familiarise themselves with running the tuck shop, with basic computer skills etc and had been an "all round good egg" where his juniors were concerned. We knew some of this, but not the extent to which he had become involved with helping his peers and juniors. His rigid adherence to rules and protocols had not only been of benefit to him and his peers, but also the school.

 

Then the bombshell! they didn't think it appropriate that Jake remained in yr 12 because academically, he would have little to gain, and socially, he would be interacting with the "less mature". He needed to "move on"

 

We feared the worst:cry:

 

Then..............and I can still hardly believe this ............the principal said, with a mischievous grin on his face, "what do you think about Jake staying on as a teachers assistant?" :shocked:

 

I couldn't believe what I was hearing! :jiggy:

 

They didn't know for sure if they could get funding for a salary, (but they were optimistic), or even if it would last longer than 12 months, but 12 months was the initial timeline and they were quite prepared to take Jake on in that position, with, or without salary, and that we wouldn't have to pay school fees, whatever the outcome of funding and they would welcome him as a colleague and asset to the school.

 

He would have to wear collar and tie, perform to a set programme (training given), his role being to help other students in all aspects ie helping with the transition to life outside school (ironic) :laugh: such as filling in online forms (tax file number applications, Learner driving applications, log book completions etc) using the cash register in the tuck shop, and generally mentoring his juniors in all aspects of school life, with particular attention to social skills.

 

I cannot explain how I felt when I heard this. I was light headed and gobsmacked to say the least. You always think well of your own kids, but to hear so much praise from other people is a feeling that is so hard to explain, particularly when he can get so frustrated and angry at home whe he lets it "all hang out." That he can maintain such control of his natural inclinations (frustration/anger) whilst at school and find time to mentor others makes me feel so proud of him.

 

Bridget and I have already decided that the school fees saved will be donated to the school to buy some specialist equipment.

 

The only problem we could foresee, is Jake feeling that he was not worthy of the position, and/or perhaps too frightened to take on the responsibilty. We discussed at length about how to approach him with the proposal and it was agreed that the DSW should put it to him as she has been his "confiidant" for the last 5 yrs.

 

We await Jake's return from school this arvo and his response."

 

A follow up post to respond to those who contributed to the thread:

 

"I picked Jake up from the railway station after school and watched him cross the platform and car park. He was stimming wildly, something that he doesn't normally do in public, so I could tell that he was "high" :laugh:

He got in the car, a big smile on his face, with his hands waving madly from the wrist down, so I asked him why he was so excited (he didn't know of our meeting with the school). He said, "I'll tell you when we get home and mum gets up"

 

Bridget came downstairs on our arrival home and asked him if he had any news on re-sitting year 12 and he turned his back as he was making us a cup of tea and I could see that he had a huge smile on his face, and once again, the arms started flailing wildly :biglaugh:

 

He turned round and just said, "I've decided that I'm going to stay on at school but not as a pupil"..........again, more flapping of the arms accompanied by a huge mischievous grin :laugh: "After next term, I'm going to be a classroom assistant for at least a year, the school wants me to help them out with the other kids"

 

"That's wonderful Jake, we're so proud of you" said mum. "Stop it mum, you know you only embarass me when you say those things'" said Jake. :rolleyes:

 

He will never accept any praise of any kind and actually gets quite wound up whenever we try to heap some on him, so we let it go at that. It's something that I miss being able to do, to tell him what a great kid he is, but he won't have any of it :cry:

 

One of his duties will be to initially accompany other kids with disabilities, when they go on hospitality courses or work experience. Many ASD kids, due to sensory issues, don't like crowds and therefore, public transport can be a major issue for them. He will help them to read train time-tables (something he memorises) and accompany them on their first trips until such time as they can get themselves from A to B. It seems like only yesterday that we were discussing with his support teacher whether we should let him catch the train to school on his own and that we agreed that she would accompany him for the first few trips, and now, he'll be acting in her role! :jiggy:

 

He has another term at school after these holidays, during which, they will ask for a CV and interview him "officially" so that he will be familiar with the process for the future, should need arise, and so that he will think that he has "earned' the job on the strength of his interview and ability.

 

The future is looking good."

 

Jake has now got his Job Description through. The role has been created for him and is funded by the Australian Red Cross. To say that we all chuffed is an understatement :yes:

 

 

 

Job Title:

 

Vocational Access Assistant - School Officer Level 1

 

 

Commencement Date:

 

27 January 2011

 

 

Job Description:

The Senior Vocational Access Program is a new program that has been designed to allow access to vocational courses delivered by off campus registered training organisations (RTO's) for students who may not at this stage be eligible to participate in courses offered by our regular providers. These Vocational courses will be blended with on campus classes.

The position of Vocational Access Assistant has been recently created to support the students participating in the Senior Vocational Access Course. This position will include a diverse range of responsibilities and will evolve as the course progresses.

Participants in this course will also be required to work shifts in KCCanteen; therefore it will be necessary for the Vocational Access Assistant to be actively involved in KCCanteen duties.

 

 

Key Responsibilities:

 

 

• Vocational Access Training Days

 

 

 

Assist with all activities outlined in the Senior Vocational Access Program hand book Accompany students on public transport to and from training venues (focusing on developing appropriate social skills in public and independence in travelling) Attend training sessions and support individual students as directed Accompany students on their breaks

 

 

Assist students with any written work required for trainers (e.g. reading questions for them or scribing their answers)

 

 

 

 

 

Assist students with practical tasks required in their training program Any other duties as directed by the Vocational Education Coordinator

 

 

 

 

 

Assist KCCanteen Coordinator with the following tasks:

■ Supervision of Vocational Access students during service and preparation times

■ Stock rotation

■ Assist students with morning orders

■ Morning Tea: supervise/assist with students serving & money handling

■ Lunch: supervise/assist with students serving & money handling

■ Money counted weekly with Vocational Access Students

 

• Other specific duties will be assigned as necessary

 

I am so chuffed atm..........thanks for listening..............Australia.............I luv ya even more :yes:

 

It's nearly 2 years down the track now and Jake is loving his job and the school is loving him.

[mumoffour]

I am so chuffed atm..........thanks for listening..............Australia.............I luv ya even more :yes:

 

It's nearly 2 years down the track now and Jake is loving his job and the school is loving him.

 

Made me cry with happiness for you! :hug:

Edited January 26, 2013 by mumoffour

[Playghirl]

I am a Learning Support Co-ordinator and also have high LS needs. I can barely read the screen through my tears. X

[fish.01]

It's very humid today isn't it, I seem to be sweating excessively around the eyes.

[Paul1Perth]

Can't speak for other states but I am more than happy with how my son has been accepted/nurtured by his school. It's a private school that takes 25% disabled kids and the fees are around $1000 a term. Class size ia a max of 15 with the average of 12. This is from something I posted a while ago...................I sincerely hope that it gives you some good vibes about your child's future:

 

"Bridget has gone to bed after a particularly harrowing night shift and I really need to let this out.............it's a long 'un so bear with me.

This is one of the happiest days of my life! :yes:

 

As you may know, Jake (17) is autistic and attends a private school that takes 25% of it's pupils with disabilities. He's in his final term and I have worried constantly about his future as he's such a gentle, naive, polite soul, whom I feared, would really struggle with his life once he left school. He too has expressed his concern that he's not ready to leave school yet.

 

We had his IEP (Individual education Plan) meeting a couple of weeks ago to cover his last term and we mentioned that we didn't think that he was ready for the "real world" yet and so we asked if there was a possibility that he could resit his final year. This was not for academic reasons but merely to keep him safe and allow another years maturity before he was on his own in the job market and social setting. We were told by the Disability Support Teacher that she would investigate this.

 

This morning, we had an appointment with the Principal to be told the outcome. To our surprise, when we arrived, not only was the principal present, but also the DST and several other members of staff. Apparently, they had discussed Jake's future at length, since the IEP meeting.

 

We were told that throughout the last 2 years, Jake had become a mentor to many of the year 11's and below, as well as some of his peers, helping them familiarise themselves with running the tuck shop, with basic computer skills etc and had been an "all round good egg" where his juniors were concerned. We knew some of this, but not the extent to which he had become involved with helping his peers and juniors. His rigid adherence to rules and protocols had not only been of benefit to him and his peers, but also the school.

 

Then the bombshell! they didn't think it appropriate that Jake remained in yr 12 because academically, he would have little to gain, and socially, he would be interacting with the "less mature". He needed to "move on"

 

We feared the worst:cry:

 

Then..............and I can still hardly believe this ............the principal said, with a mischievous grin on his face, "what do you think about Jake staying on as a teachers assistant?" :shocked:

 

I couldn't believe what I was hearing! :jiggy:

 

They didn't know for sure if they could get funding for a salary, (but they were optimistic), or even if it would last longer than 12 months, but 12 months was the initial timeline and they were quite prepared to take Jake on in that position, with, or without salary, and that we wouldn't have to pay school fees, whatever the outcome of funding and they would welcome him as a colleague and asset to the school.

 

He would have to wear collar and tie, perform to a set programme (training given), his role being to help other students in all aspects ie helping with the transition to life outside school (ironic) :laugh: such as filling in online forms (tax file number applications, Learner driving applications, log book completions etc) using the cash register in the tuck shop, and generally mentoring his juniors in all aspects of school life, with particular attention to social skills.

 

I cannot explain how I felt when I heard this. I was light headed and gobsmacked to say the least. You always think well of your own kids, but to hear so much praise from other people is a feeling that is so hard to explain, particularly when he can get so frustrated and angry at home whe he lets it "all hang out." That he can maintain such control of his natural inclinations (frustration/anger) whilst at school and find time to mentor others makes me feel so proud of him.

 

Bridget and I have already decided that the school fees saved will be donated to the school to buy some specialist equipment.

 

The only problem we could foresee, is Jake feeling that he was not worthy of the position, and/or perhaps too frightened to take on the responsibilty. We discussed at length about how to approach him with the proposal and it was agreed that the DSW should put it to him as she has been his "confiidant" for the last 5 yrs.

 

We await Jake's return from school this arvo and his response."

 

A follow up post to respond to those who contributed to the thread:

 

"I picked Jake up from the railway station after school and watched him cross the platform and car park. He was stimming wildly, something that he doesn't normally do in public, so I could tell that he was "high" :laugh:

He got in the car, a big smile on his face, with his hands waving madly from the wrist down, so I asked him why he was so excited (he didn't know of our meeting with the school). He said, "I'll tell you when we get home and mum gets up"

 

Bridget came downstairs on our arrival home and asked him if he had any news on re-sitting year 12 and he turned his back as he was making us a cup of tea and I could see that he had a huge smile on his face, and once again, the arms started flailing wildly :biglaugh:

 

He turned round and just said, "I've decided that I'm going to stay on at school but not as a pupil"..........again, more flapping of the arms accompanied by a huge mischievous grin :laugh: "After next term, I'm going to be a classroom assistant for at least a year, the school wants me to help them out with the other kids"

 

"That's wonderful Jake, we're so proud of you" said mum. "Stop it mum, you know you only embarass me when you say those things'" said Jake. :rolleyes:

 

He will never accept any praise of any kind and actually gets quite wound up whenever we try to heap some on him, so we let it go at that. It's something that I miss being able to do, to tell him what a great kid he is, but he won't have any of it :cry:

 

One of his duties will be to initially accompany other kids with disabilities, when they go on hospitality courses or work experience. Many ASD kids, due to sensory issues, don't like crowds and therefore, public transport can be a major issue for them. He will help them to read train time-tables (something he memorises) and accompany them on their first trips until such time as they can get themselves from A to B. It seems like only yesterday that we were discussing with his support teacher whether we should let him catch the train to school on his own and that we agreed that she would accompany him for the first few trips, and now, he'll be acting in her role! :jiggy:

 

He has another term at school after these holidays, during which, they will ask for a CV and interview him "officially" so that he will be familiar with the process for the future, should need arise, and so that he will think that he has "earned' the job on the strength of his interview and ability.

 

The future is looking good."

 

Jake has now got his Job Description through. The role has been created for him and is funded by the Australian Red Cross. To say that we all chuffed is an understatement :yes:

 

 

 

Job Title:

 

Vocational Access Assistant - School Officer Level 1

 

 

Commencement Date:

 

27 January 2011

 

 

Job Description:

The Senior Vocational Access Program is a new program that has been designed to allow access to vocational courses delivered by off campus registered training organisations (RTO's) for students who may not at this stage be eligible to participate in courses offered by our regular providers. These Vocational courses will be blended with on campus classes.

The position of Vocational Access Assistant has been recently created to support the students participating in the Senior Vocational Access Course. This position will include a diverse range of responsibilities and will evolve as the course progresses.

Participants in this course will also be required to work shifts in KCCanteen; therefore it will be necessary for the Vocational Access Assistant to be actively involved in KCCanteen duties.

 

 

Key Responsibilities:

 

 

• Vocational Access Training Days

 

 

 

Assist with all activities outlined in the Senior Vocational Access Program hand book Accompany students on public transport to and from training venues (focusing on developing appropriate social skills in public and independence in travelling) Attend training sessions and support individual students as directed Accompany students on their breaks

 

 

Assist students with any written work required for trainers (e.g. reading questions for them or scribing their answers)

 

 

 

 

 

Assist students with practical tasks required in their training program Any other duties as directed by the Vocational Education Coordinator

 

 

 

 

 

Assist KCCanteen Coordinator with the following tasks:

■ Supervision of Vocational Access students during service and preparation times

■ Stock rotation

■ Assist students with morning orders

■ Morning Tea: supervise/assist with students serving & money handling

■ Lunch: supervise/assist with students serving & money handling

■ Money counted weekly with Vocational Access Students

 

• Other specific duties will be assigned as necessary

 

I am so chuffed atm..........thanks for listening..............Australia.............I luv ya even more :yes:

 

It's nearly 2 years down the track now and Jake is loving his job and the school is loving him.

 

Your youngster sounds a lot like ours JD. We were so worried where and if he would be able to fit in when he left school. He is 17, finished his school certificate and got quite a few awards at school due to his caring nature and enthusiasm. He has been with an agency called edge who have managed to place him on work experience and a certificate 2 in business at UWA. He gets paid at UWA too which has been a bit of a bonus.

 

He now has to register with them as an adult as he's finished school and they will hopefully be able to place him in another position when this one finishes. We are pretty hopeful for him as we went to meeting with the agency a couple of weeks ago to see what we have to do, doctors reports and the like to give to centerlink. I reckon something will come up and he'll be able to fit in. We were amazed at how he just got on with tings when he got the work experience places. He's enjoyed them immensely and I reckon it's done him more good than being at school. His confidence with people has really improved.

 

What was really nice was now people he works with have all said how they like him and how he tries hard to do things we thought he would never be capable of. Slower then most and he may get things wrong a few times but he gets there in the end.

 

Having a "proper" job would be great for him, hopefully it will happen this year.

 

Good to hear about your lad, sometimes stuff just comes out of left field.

[Johndoe]

Your youngster sounds a lot like ours JD. We were so worried where and if he would be able to fit in when he left school. He is 17, finished his school certificate and got quite a few awards at school due to his caring nature and enthusiasm. He has been with an agency called edge who have managed to place him on work experience and a certificate 2 in business at UWA. He gets paid at UWA too which has been a bit of a bonus.

 

He now has to register with them as an adult as he's finished school and they will hopefully be able to place him in another position when this one finishes. We are pretty hopeful for him as we went to meeting with the agency a couple of weeks ago to see what we have to do, doctors reports and the like to give to centerlink. I reckon something will come up and he'll be able to fit in. We were amazed at how he just got on with tings when he got the work experience places. He's enjoyed them immensely and I reckon it's done him more good than being at school. His confidence with people has really improved.

 

What was really nice was now people he works with have all said how they like him and how he tries hard to do things we thought he would never be capable of. Slower then most and he may get things wrong a few times but he gets there in the end.

 

Having a "proper" job would be great for him, hopefully it will happen this year.

 

Good to hear about your lad, sometimes stuff just comes out of left field.

 

That's great Paul. Hope things go well for him. Apart from what he's achieved, I really am heartened by the attitudes of those whom he works with. As you say, mine and yours may do things rather slowly, and in their own, sometimes convoluted way, :laugh: but they get there in the end and it's great to see folk understanding and accepting this.

[petersloan]

I haven't logged on in a while and can I just say a big thanks to everyone whos posted but Damn you JD!! I'm supposed to be a hardened tree surgeon devoid of emotion but your post has me in bits!! What a wonderful story!!! I can feel you, your wife and your sons pride through the monitor here in Belfast Northern Ireland!!!!

 

I've been contacted by an agent who tells me the legislation may be changed in the next six months and instead of putting every child/person under the one umbrella regarding ASD etc they may look at how a family is able to help practically in helping the child. He said that with my wife being a teacher of special needs that would help our case as he will recieve a fair amount of support with his progress at home.

This makes sense to me although nothing is set in stone!!

 

We are happy to wait a few years here to give him the best start to his life without the interruption of emigrating. I have already been offered a job in Utility Arboriculture when I finally arrive as there is big demand for that. My wife has a good job here teaching so it will all depend on how her prospects pan out??? We know from a friend of ours in Sydney that finding a Permanent Teaching job may be difficult but we would hope in time that her experience will shine through and a school will realise what an asset she would be. Thats a different thread though and one for another time!!

 

Thanks again to everyone whos posted its good to hear both postive and less positive posts but posts like your JD are great to read regardless of whether it directly affects a person or not!!

 

Thanks mate and well done Jake!!!!!!!:biggrin:

[LKC]

Johndoe, I am so pleased that Jake is still enjoying his job two years on!

 

As you may remember, our Sophie was diagnosed with Aspergers just after Christmas. I gave the results to school, who placed her in a class with her two friends, and who put her with a teacher that she had had before (as a supply teacher when the kindy teachers husband died). We had a couple of mornings of tears when she started back at school, but she does seem happier over the past few days. I have been encouraging playdates with children that she seems to like, and I have told the parents of those children about her Aspergers so that they understand why she is easily upset, why she obsessively washes her hands etc. We have also been to see the psychologist to discuss the results of her intelligence/academic/autism tests, so that we can work out where to go from here. She is going to the psychologist so that she can help her with the anxiety, to have some instruction in how to deal with bullying, and so that she can teach her some body language/facial expression things. I am going to ask for academic extension (because she is bored and disengaged at school, she told the school counsellor that the work was too easy and uninteresting), and I am going to ask that the teacher does things like explain what she wants Soph to do explicitly.

 

Getting there slowly, so it is lovely to hear stories where autistic children are making a happy and fulfilled life for themselves.

[NowPerth]

My eldest is academically very bright, mild high functioning autism but without a statement. He didn't thrive in the UK education system. He always felt like a square peg being bashed into a round hole. He didn't fit what the teachers expected of the norm. He was a 'nuisance' and a distraction. They never got the best out of him.

 

He was only in the Aussie system for 10 months. He only did Y12 of the final 2 years. The teachers treated him as an individual and focussed on his talents. They never treated him as a problem to be overcome in the classroom. They encouraged him and appreciated his gifts, as did his classmates. He now has friends and a social life.

 

There were times in the UK where I wondered whether he'd even make it through school to GCSEs, despite his intelligence. Today I took him to uni to buy his books ready for the start of his degree course. I'm so proud of what he has achieved, and so grateful for what his Aussie college gave him - so much more than the certificate and qualifications. I hope your children find the same here too and blossom as they grow.

[zk2102]

There's two very good ASD specific Schools in QSD. Both are near Brisbane. I'm assuming that they cater more for the lower functioning ASD students. As an ASD Specific HLTA moving to Oz Ive been doing a lot of research over the past two years on the provisions the schools over there. Over here in the UK I work in a brilliant school where the kids thrive and have access to full time OTs, etc...but it's funded by Wandsworth Borough. However in the neighbouring boroughs ie. Lambeth there's less money available so a lot of the resources just aren't accessible. I imagine the same would be true in Australia. I work with a few Aussie teachers and they all have different stories re: provision. In some of the smaller schools over there the SEN kids are taught in a room with ensuite amenities and don't integrate with other students and dont have access to the full curriculum. I would deffinatley recommend you research the different districts before you make a decision on whereabouts you want to live.

[zk2102]

Can't speak for other states but I am more than happy with how my son has been accepted/nurtured by his school. It's a private school that takes 25% disabled kids and the fees are around $1000 a term. Class size ia a max of 15 with the average of 12. This is from something I posted a while ago...................I sincerely hope that it gives you some good vibes about your child's future:

 

"Bridget has gone to bed after a particularly harrowing night shift and I really need to let this out.............it's a long 'un so bear with me.

This is one of the happiest days of my life! :yes:

 

As you may know, Jake (17) is autistic and attends a private school that takes 25% of it's pupils with disabilities. He's in his final term and I have worried constantly about his future as he's such a gentle, naive, polite soul, whom I feared, would really struggle with his life once he left school. He too has expressed his concern that he's not ready to leave school yet.

 

We had his IEP (Individual education Plan) meeting a couple of weeks ago to cover his last term and we mentioned that we didn't think that he was ready for the "real world" yet and so we asked if there was a possibility that he could resit his final year. This was not for academic reasons but merely to keep him safe and allow another years maturity before he was on his own in the job market and social setting. We were told by the Disability Support Teacher that she would investigate this.

 

This morning, we had an appointment with the Principal to be told the outcome. To our surprise, when we arrived, not only was the principal present, but also the DST and several other members of staff. Apparently, they had discussed Jake's future at length, since the IEP meeting.

 

We were told that throughout the last 2 years, Jake had become a mentor to many of the year 11's and below, as well as some of his peers, helping them familiarise themselves with running the tuck shop, with basic computer skills etc and had been an "all round good egg" where his juniors were concerned. We knew some of this, but not the extent to which he had become involved with helping his peers and juniors. His rigid adherence to rules and protocols had not only been of benefit to him and his peers, but also the school.

 

Then the bombshell! they didn't think it appropriate that Jake remained in yr 12 because academically, he would have little to gain, and socially, he would be interacting with the "less mature". He needed to "move on"

 

We feared the worst:cry:

 

Then..............and I can still hardly believe this ............the principal said, with a mischievous grin on his face, "what do you think about Jake staying on as a teachers assistant?" :shocked:

 

I couldn't believe what I was hearing! :jiggy:

 

They didn't know for sure if they could get funding for a salary, (but they were optimistic), or even if it would last longer than 12 months, but 12 months was the initial timeline and they were quite prepared to take Jake on in that position, with, or without salary, and that we wouldn't have to pay school fees, whatever the outcome of funding and they would welcome him as a colleague and asset to the school.

 

He would have to wear collar and tie, perform to a set programme (training given), his role being to help other students in all aspects ie helping with the transition to life outside school (ironic) :laugh: such as filling in online forms (tax file number applications, Learner driving applications, log book completions etc) using the cash register in the tuck shop, and generally mentoring his juniors in all aspects of school life, with particular attention to social skills.

 

I cannot explain how I felt when I heard this. I was light headed and gobsmacked to say the least. You always think well of your own kids, but to hear so much praise from other people is a feeling that is so hard to explain, particularly when he can get so frustrated and angry at home whe he lets it "all hang out." That he can maintain such control of his natural inclinations (frustration/anger) whilst at school and find time to mentor others makes me feel so proud of him.

 

Bridget and I have already decided that the school fees saved will be donated to the school to buy some specialist equipment.

 

The only problem we could foresee, is Jake feeling that he was not worthy of the position, and/or perhaps too frightened to take on the responsibilty. We discussed at length about how to approach him with the proposal and it was agreed that the DSW should put it to him as she has been his "confiidant" for the last 5 yrs.

 

We await Jake's return from school this arvo and his response."

 

A follow up post to respond to those who contributed to the thread:

 

"I picked Jake up from the railway station after school and watched him cross the platform and car park. He was stimming wildly, something that he doesn't normally do in public, so I could tell that he was "high" :laugh:

He got in the car, a big smile on his face, with his hands waving madly from the wrist down, so I asked him why he was so excited (he didn't know of our meeting with the school). He said, "I'll tell you when we get home and mum gets up"

 

Bridget came downstairs on our arrival home and asked him if he had any news on re-sitting year 12 and he turned his back as he was making us a cup of tea and I could see that he had a huge smile on his face, and once again, the arms started flailing wildly :biglaugh:

 

He turned round and just said, "I've decided that I'm going to stay on at school but not as a pupil"..........again, more flapping of the arms accompanied by a huge mischievous grin :laugh: "After next term, I'm going to be a classroom assistant for at least a year, the school wants me to help them out with the other kids"

 

"That's wonderful Jake, we're so proud of you" said mum. "Stop it mum, you know you only embarass me when you say those things'" said Jake. :rolleyes:

 

He will never accept any praise of any kind and actually gets quite wound up whenever we try to heap some on him, so we let it go at that. It's something that I miss being able to do, to tell him what a great kid he is, but he won't have any of it :cry:

 

One of his duties will be to initially accompany other kids with disabilities, when they go on hospitality courses or work experience. Many ASD kids, due to sensory issues, don't like crowds and therefore, public transport can be a major issue for them. He will help them to read train time-tables (something he memorises) and accompany them on their first trips until such time as they can get themselves from A to B. It seems like only yesterday that we were discussing with his support teacher whether we should let him catch the train to school on his own and that we agreed that she would accompany him for the first few trips, and now, he'll be acting in her role! :jiggy:

 

He has another term at school after these holidays, during which, they will ask for a CV and interview him "officially" so that he will be familiar with the process for the future, should need arise, and so that he will think that he has "earned' the job on the strength of his interview and ability.

 

The future is looking good."

 

Jake has now got his Job Description through. The role has been created for him and is funded by the Australian Red Cross. To say that we all chuffed is an understatement :yes:

 

 

 

Job Title:

 

Vocational Access Assistant - School Officer Level 1

 

 

Commencement Date:

 

27 January 2011

 

 

Job Description:

The Senior Vocational Access Program is a new program that has been designed to allow access to vocational courses delivered by off campus registered training organisations (RTO's) for students who may not at this stage be eligible to participate in courses offered by our regular providers. These Vocational courses will be blended with on campus classes.

The position of Vocational Access Assistant has been recently created to support the students participating in the Senior Vocational Access Course. This position will include a diverse range of responsibilities and will evolve as the course progresses.

Participants in this course will also be required to work shifts in KCCanteen; therefore it will be necessary for the Vocational Access Assistant to be actively involved in KCCanteen duties.

 

 

Key Responsibilities:

 

 

• Vocational Access Training Days

 

 

 

Assist with all activities outlined in the Senior Vocational Access Program hand book Accompany students on public transport to and from training venues (focusing on developing appropriate social skills in public and independence in travelling) Attend training sessions and support individual students as directed Accompany students on their breaks

 

 

Assist students with any written work required for trainers (e.g. reading questions for them or scribing their answers)

 

 

 

 

 

Assist students with practical tasks required in their training program Any other duties as directed by the Vocational Education Coordinator

 

 

 

 

 

Assist KCCanteen Coordinator with the following tasks:

■ Supervision of Vocational Access students during service and preparation times

■ Stock rotation

■ Assist students with morning orders

■ Morning Tea: supervise/assist with students serving & money handling

■ Lunch: supervise/assist with students serving & money handling

■ Money counted weekly with Vocational Access Students

 

• Other specific duties will be assigned as necessary

 

I am so chuffed atm..........thanks for listening..............Australia.............I luv ya even more :yes:

 

It's nearly 2 years down the track now and Jake is loving his job and the school is loving him.[/QUOT

 

 

 

Great success story. I really worry for all my students when its time to leave school. Good luck to him, what a star x

[Johndoe]

I haven't logged on in a while and can I just say a big thanks to everyone whos posted but Damn you JD!! I'm supposed to be a hardened tree surgeon devoid of emotion but your post has me in bits!! What a wonderful story!!! I can feel you, your wife and your sons pride through the monitor here in Belfast Northern Ireland!!!!

 

I've been contacted by an agent who tells me the legislation may be changed in the next six months and instead of putting every child/person under the one umbrella regarding ASD etc they may look at how a family is able to help practically in helping the child. He said that with my wife being a teacher of special needs that would help our case as he will recieve a fair amount of support with his progress at home.

This makes sense to me although nothing is set in stone!!

 

We are happy to wait a few years here to give him the best start to his life without the interruption of emigrating. I have already been offered a job in Utility Arboriculture when I finally arrive as there is big demand for that. My wife has a good job here teaching so it will all depend on how her prospects pan out??? We know from a friend of ours in Sydney that finding a Permanent Teaching job may be difficult but we would hope in time that her experience will shine through and a school will realise what an asset she would be. Thats a different thread though and one for another time!!

 

Thanks again to everyone whos posted its good to hear both postive and less positive posts but posts like your JD are great to read regardless of whether it directly affects a person or not!!

 

Thanks mate and well done Jake!!!!!!!:biggrin:

 

Thanks mate. You seem to have your heads scrwed on over there.

 

Yes, it will be a good step if medical assessment goes down that road as ASD kids can vary widely in their "abilities". Good luck on whatever you choose to do in the future.

 

kev

[Johndoe]

Johndoe, I am so pleased that Jake is still enjoying his job two years on!

 

As you may remember, our Sophie was diagnosed with Aspergers just after Christmas. I gave the results to school, who placed her in a class with her two friends, and who put her with a teacher that she had had before (as a supply teacher when the kindy teachers husband died). We had a couple of mornings of tears when she started back at school, but she does seem happier over the past few days. I have been encouraging playdates with children that she seems to like, and I have told the parents of those children about her Aspergers so that they understand why she is easily upset, why she obsessively washes her hands etc. We have also been to see the psychologist to discuss the results of her intelligence/academic/autism tests, so that we can work out where to go from here. She is going to the psychologist so that she can help her with the anxiety, to have some instruction in how to deal with bullying, and so that she can teach her some body language/facial expression things. I am going to ask for academic extension (because she is bored and disengaged at school, she told the school counsellor that the work was too easy and uninteresting), and I am going to ask that the teacher does things like explain what she wants Soph to do explicitly.

 

Getting there slowly, so it is lovely to hear stories where autistic children are making a happy and fulfilled life for themselves.

 

Thanks chook. It goes without saying that you seem to be "on the ball" with your intervention and as you say, it's great to hear the progress of others.

[Johndoe]

My eldest is academically very bright, mild high functioning autism but without a statement. He didn't thrive in the UK education system. He always felt like a square peg being bashed into a round hole. He didn't fit what the teachers expected of the norm. He was a 'nuisance' and a distraction. They never got the best out of him.

 

He was only in the Aussie system for 10 months. He only did Y12 of the final 2 years. The teachers treated him as an individual and focussed on his talents. They never treated him as a problem to be overcome in the classroom. They encouraged him and appreciated his gifts, as did his classmates. He now has friends and a social life.

 

There were times in the UK where I wondered whether he'd even make it through school to GCSEs, despite his intelligence. Today I took him to uni to buy his books ready for the start of his degree course. I'm so proud of what he has achieved, and so grateful for what his Aussie college gave him - so much more than the certificate and qualifications. I hope your children find the same here too and blossom as they grow.

 

Great to hear these stories mate. I guess that you're real proud. :yes:

 

OT but on the subject of books and UNI............my youngest son just asked for my visa to pay for 2 of his books online................$239! .............and that's only the start! :cry: