Autism Spectrum Disorder

[jodipodi]

Hi I would like to hear from parents of children with ASD, especially those on the 'higher functioning ' side/end/ of the scale and especially those whos children have experienced both UK and Australian education.

I would like to hear your views on Australian schooling/support , comparisons to the UK schooling/support, how you feel about your child's progression/experience in UK or Oz in general in terms of do you believe the life in Oz has provided a better environment in general or not for your child to thrive in - not just education wise but for the day to day life as a family - weather, leisure time etc?

[jodipodi]

@Paul1Perth @Johndoe @milliem @Lady Rainicorn

I seem to remember you may have experience? Hope you don't mind me 'tagging' any of you Xxxxx

Edited December 8, 2015 by jodipodi

[Quoll]

Oh dear - that could be a real barrier to getting a visa! You really do need to discuss with one of the agents who specialise in medical conditions if you have a child with autism. George Lombard and Peter Bollard are the two most usually recommended in this context.

 

Theres a bit of a catch 22 - if the kids are not needy enough that you can get a visa then they aren't needy enough to get any additional support from the system - and vice versa, if they are likely to get support in schools then you may struggle to get a visa. Disability funding generally targets the bottom 5% and if they don't meet the disability criteria then they are generally on their own, independent in mainstream.

 

Most reports indicate that that services for kids with disabilities in schools are better in UK but there is variation between schools and some schools/teachers do it better than others.

[jodipodi]

Quoll...thanks for your help. I would love real life experience and insight on day to day life and how they've found Oz, from parents of children on the autistic spectrum .

I want to know if their child has thrived in Oz, or suffered a less than ideal situation ... educationally or in day to day life... and why...does the lifestyle outweigh the educational lacking/vice versa.

Thanks though, I know you are correct and the visa implications can be cause for concern xxxxxx

[Johndoe]

Hi jodipodi.

 

It's a bit difficult to answer such a broad range of questions with true clarity as each state/school is different and has changed so much since I first came here.

 

All I can say is this: My child was dx'd in Australia and his pre school spotted his symptoms straight away as did his primary so he was referred to a child development clinic and the multi-disciplinary team there confirmed our suspicions.

 

Once confirmed, he was given an IEP (Individual Education Plan) tailored to his own special needs and he was also allocated "one on one" when needed. The school did everything that they could to facilitate his "stimming" (self stimulation) etc eg allowed him to leave the class when he needed to pace or fidget. He even had dispensation to bring chewing gum to school as he used to devour pencils, rubbers, chalk whenever it took his fancy.

 

On reaching high school age, we sent him to a Catholic school (we're not Catholic) who's fees were very reasonable at around (then) $800 a term as opposed to the average of $3000 for non-catholic schools. The school had an intake of approx 25% of kids with learning disabilities and some of these kids, although academically not very bright, had skills in other areas. The school focused on these areas and as it emphasised vocational placement as opposed to academic achievement (although not neglecting the latter) In view of this they were well positioned to place the kids in appropriate work experience programmes see here: http://www.mmcp.qld.edu.au/curriculum/Pages/Work-Education.aspx

 

Fast forward to year 12 and we wanted Jake to stay on another yr as he was "world wise naive" and we worried about him being out in the wider world. The school told us point blank that it wouldn't help him academically and that he needed to "face the real world" sooner rather than later, but, to our delight and surprise, told us that he had been a wonderful mentor to the younger kids with difficulties and had a unique understanding of their problems so they would like to employ him as a teaching assistant to work in the library (his organising abilities) you'll now what I mean :-) and to run the tuck shop (the kids there run their own to teach them the skills of money handling etc)

 

Fast forward again (he's now 22) and the school have now funded him to go to the Catholic University one day a week to study Education and Learning Support cert 3 with a view to him advancing to the position of Learning Support Officer. This is a smart young man who couldn't write his name until he was eight and spoke in no more than two syllables!

 

Would he have been as well recognised in the UK? I don't know. All I know is that without the school that he was in, I doubt that he would have progressed so well.

 

Search autism within the PIO search engine and you will likely be able to trace his progress and that of other ASD kids of PIO members. Good Luck

[Guest]

I know parents with kids in the state school system and tbh, its very lacking compared to the UK system. Although class sizes are smaller in the younger year groups there are no regular full time teaching assistants in classes or one on ones throughout the school day, only ones that come in to work with the kids on the programme and then only for a limited amount of time each week.

 

My understanding of it all talking to them and also from what I know of the UK system is that the UK system is far better and much more support is offered. However, if you can find a state school with a class for the kids or with a decent support programme then great, but that isn't the norm and it still may not be close to what you can get support wise in England. I know one parent in my year group who is moving theirs over to another school that has a better set up but there is demand for places there and they are limited. That is not to say our school is poor in what it offers but the other school offers more support than the current school.

 

I think the support programme overall needs to offer far more than it does but that goes beyond the school and is a state and countrywide issue that needs to be addressed properly and more put in place for the kids. As it currently stands, its woeful in my opinion.

 

You really need to look into the state and schools you are planning to move to. Having seen many schools in England and toured a fair number when we were looking round, it does vary a great deal in what a school may or may not offer outside of what the funding/budget allows. Most it seems to be very little, a few had more, one or two a separate class or space and teacher but places were very limited.

 

ETA - Having said all that, I know one or two people who had to fight their corner in England to get their child into a decent school to help support their childs learning needs but they then got one on one support and so on compared to a teaching assistant for the class etc.

Edited December 8, 2015 by Guest
edited

[Johndoe]

Meant to add that once a child is dx'd then the school receives individual funding for that child's needs. Without a formal dx, nada. The let down is that if a child doesn't meet all the selection criteria for his dx, (they may only miss one) then they are invariably dx'd PDDNos (Pervasive Development Disorder Not Otherwise Specified) which receives no funding, despite their obvious difficulties, but that is not to say that the school doesn't allocate funds within it's everyday budget for the child, or ignores the problem.

 

Jake's motor skills were very poor, and his hand writing was atrocious but the school provided resources for him to attend touch typing classes which he completed in half the time allocated (go figure! :-) All his work was done via keyboard thereafter.

 

I have spoken to my Daughter In law in the past, (as I was thinking of returning to the UK at one stage) who's friend is a teacher in the UK, and her opinion is that there is often a tendency to overlook a child's individual skills and focus on what is expected of them within the academic setting as opposed to Jake's school which focused in the main on making sure that the child finds employment utilising the skills that they (naturally) have. Certificates are all well and good but a child/young person, who is academically "proven" to have the appropriate qualifications to eg "work in a bank" is not likely to achieve/be well placed in that area, if they lack social skills or are distracted by peripheral noise.

 

As in the Oz and the UK, I guess it all comes down to the school recognising the child's strengths and working on them and not focusing on having the child "fit" within the mainstream of what is the norm for school, academic achievement, and employment prospects. IOW, schools/teachers are, no matter how much funding is thrown at them, individual, and there are good and lacking in both countries. The good school/teacher is the one that recognises a child's individuality/capability and steers them in the direction of that full potential/capabilty and doesn't attempt to bang a square peg into a round hole.

 

We informed both primary and high school that are first and foremost priority was our child's mental health and not his "success" within the school. I had read too much in the old days of newsgroups, on an autism forum, from adults who despised the fact that they were pushed in directions that they didn't want to go but didn't know how to verbalise at the time, during their school years. Some had flourished taking their own direction on leaving school, but many were very bitter and had mental health problems co-morbid with their ASD, because they felt that they never "had a voice" as child, and that their individual skills had gone unrecognised.

 

I liken Jake to coming home to a house at night, enter the door, switch on the hall light switch, and the light comes on in the bedroom............the rest of the house is dark, but eventually, you learn to throw the right switch for the right room :-) and it's a good school/teacher that knows the right switch in order to navigate their way through the house

Edited December 9, 2015 by Johndoe

[SallyKay]

Hi there,

Our son was diagnosed as having high functioning Autism at the age of 6 in the UK, however, he had been having assessments and an IEP in place since he was in reception class at aged 4. By the time we left the UK to emigrate he was 7 and was receiving 100 % Teaching Assistant aide at his school. We were also told that if he continued in the UK he may need a specialised school for Autism. As a mother who knew her child well, I felt he had too much support if I'm honest and I felt that he could have been encouraged to participate more in the class than he was, his TA took him out of the class a lot when he would become difficult. Having said that I was very nervous about the move to Oz as I knew 100% TA help would not be available for him as he was only mildly on the spectrum. The good news is that with slightly firmer boundaries in the classroom, a great teacher and a lot of understanding and encouragement he is coping fantastically in a mainstream class! Attending assemble every week, he has learnt to raise his hand to speak in class. He no longer runs out of class when he is frustrated and he is so happy! I can only go on my child's example but for us schooling in Australia is by far better and my son has come on leaps and bounds. I do know that generally the support here is far less than the UK and for some parents they have a terrible experience. As my son is mild and very bright the schooling has suited him well. He has learnt quickly to adjust in certain situations that he would have been removed from in the UK as he had a TA to do so. Here he doesn't so therefore he has to learn to inter grate better because he has had no choice! hope this post may be of help to you. Good luck with your journey! We love OZ and the outside lifestyle for my son is absolutely amazing! He is blossoming!

[CaptainR]

My daughter has been in school here close to two years, and whilst not directly identifiable with your situation, she does have social and emotional issues whilst high achieving in some subjects (top 5% in naplan) is totally floundering in others... The school fairly quickly identified her need for one on one assistance and this has been maintained for when she struggles to understand whats happening, and they have her one on one sessions with a counsellor. We still don't know whats going on, but having moved from one of the best British/International schools in the world to a small public school in Australia we have seen massive improvements, and are 100% happy with her progress. So much so that when I was offered a well paying serious career advancing job recently in a regional town (very remote North West Australia), we decided to stay here because we don't want to risk losing so much progress.

Can't say it would be the same for every school, but I am totally impressed with the public school she attends. The school also has a close nit and very inclusive community.

[SallyKay]

Also to just add, school selection is so vital as with anywhere though I guess but we visited a number of schools as the initial school we enrolled him in, although they had 4 support units for special needs, were just terrible! The school was recommended to us and was the only school in the area with these support units so we therefore assumed it was a good choice! So wrong! We enrolled him before we arrived but we felt there was a great lack of communication and care so we changed his school. Things are different here especially when you arrive so good communication with the school is key as well as care, especially for a child who struggles with change who is faced with one of the biggest changes! New country and new school! At his current school they have an IEP in place, extra reading support and a good reward system. They have understood him as an individual and worked on his strengths and confidence as well as settling him into his new environment. ASPECT ( Autism Spectrum Australia ) You can apply for a place dependant on your child's needs. If you are accepted for a placement they have a number of specialised classes within certain mainstream schools. I have a friend with a high functioning child who does brilliantly in one of the Aspect support classes. You do pay for this though I believe. Obviously it all depends on the child's needs and whether they can cope in a mainstream class or if they need more support.

[jodipodi]

Thank you all for the input and little window into a very personal part of your lives, im overwhelmed by the response and open-ness from you all.

There is no dx in place at present and may never be however I sense others feel there are the possibilities of it down the line.

I am torn between thriving in lovely weather, not sat in front of a TV each day after school, stuck indoors whilst piddling rain outside... And between the possible lack of support in education in Oz(?) compared to UK.

If there is a reasoning behind some of the behaviours that have been noticed by others then I feel they are mild, so mild that I personally feel people are trying to jump the gun, and I also agree that firm boundaries are best for most children - behaviour is noticed more in nursery compared to home, I am quite a firm parent....but I also do not wish my little square peg to be bashed and chipped into a rounded idealistic conformation which I sadly feel do not encourage strengths... More work on weaknesses to meet target grades.

To say I'm confused and stressed is an understatement.

Thank you all xxx

Edited December 9, 2015 by jodipodi

[milliem]

You know my story already so I won't post it here

 

This is just to say that I did navigate the visa process. It wasn't straightforward but I did my research and I didn't use an agent.

My son did receive less help in Oz. However he ended up with many more qualifications than were predicted in UK. (Grades F and G predicted in GCSEs) He is now in a position to apply for Uni if he wished.

 

You know what he needs better than anyone. Trust your own judgement on this one.

[jodipodi]

I wish I could trust myself Milliem... I just really want to do the best by my child and I don't want rose tinted visions of emigration to cloud my judgement... I do feel that the routine he has here is pants....nursery, teatime, telly, bath, bed.....weekend a trip to soft play or such now and again..... Compared to Oz we were at that beach/Park every day.....out together....and he can run wild! Part of his personality is that he needs bursts of energy release- like so many kids need might I add....and it's almost impossible when it's peeing down 70% of the time here, even the trampoline in redundant most of the year, I know they're little silly things but it's driving him nuts not being able to go mad.

But am I just trying to convince myself.... Bloody hell I'm useless xxx

Edited December 9, 2015 by jodipodi

[Ken]

Because my son wasn't diagnosed until after we arrived in Australia (all we knew at the time was that he was a little late starting to talk) I don't have any knowledge of the UK support system to compare, but I can say I'm very impressed with the amount of support available here in Australia. You do need to find a school that you think will suit your child - go visit talk to the teachers and other parents. Unfortunately everyone gives you conflicting advice. Some said we should find a small school, others a specialist school (he did attend play group at Western Autistic School which has an excellent reputation) but ultimately we went for a large school which has a specialist unit within it and which should be able to gradually integrate him into the mainstream at his own pace.

 

We've noticed the way funding is distributed isn't necessarily fair (although that's probably the case in the UK too). For example we've had a TA for 12 hours out of 15 hours a week of Kindergarten yet know parents whose kids have far more severe problems than ours that have received less. Partly that's down to the funding seeming to be distributed not based on how severe the ASD is but on how much risk there is from the child's behaviour (either to the child or to others). For example if you can say your child might run out of the school gates that'll get you more funding than a child who will sit and do nothing all day long.

[jodipodi]

Thank you all so much. .

I actually don't feel quite as depressed about the whole support situation in Oz after hearing your views to be honest.... I really thought it was going to be doom and gloom....do you all feel the life outside the classroom is better for your kids than UK?

[LKC]

Our daughter wasn't diagnosed until we were in Australia and she was in year one at school. She has high-functioning ASD (she was diagnosed with Asperger's at the time although I think that they have removed that diagnosis from the diagnostic book and a child is just diagnosed with ASD now). At the time she was diagnosed we were having a terrible time. She was being bullied at school (year 1) and had developed OCD as a consequence. It was after seeking help for the OCD that it was suggested that we have her tested for Aspergers and also have an IQ test done. She had two weekly appointments with a psychologist for about six months, but we haven't seen anyone since (she is just finishing year 4).

 

To be honest, we have had almost no help from the school with her in terms of one to one help etc, but they have been extremely sensitive to her needs. She is allowed to go to the library at lunch time if she is overwhelmed in the playground, they have really encouraged her social skills and resilience and they have included her in extension groups and mentor situations (she is the mentor to other kids in the class - she is very intelligent and way above grade level in a number of subjects) which has boosted her confidence no end. Most of the one to one and assistance she has had at home. Once she was diagnosed and OH and I understood what that entailed, we were able to better support her at home which in turn improved things at school.

 

A couple of people have told me that they think that she has been misdiagnosed because for all intents and purposes she appears 'normal' to outsiders. However, I know that we have done a huge amount of work with her 'behind the scenes' as it were, to get her to this point. I'm not sure that help at school would have been beneficial to her. I wonder if it may have singled her out to her peers and made her feel more different.

 

I can't say whether Australia has been better for her than the UK was, because we moved here when she was 2, prior to diagnosis and school. Having said that, from what I hear of my friends and relatives in the UK, school there seems to be less relaxed than school in Australia. For some that may suit, but for our wonderful little girl Australian school and the Australian way of life generally suits her down to the ground.

 

You will always do what you think is best for your child, and so you can't make a wrong choice. You can only do the best that you can with the information that you have.

[jodipodi]

Thanks LKC lots of the points made have been very reflective of my own views when it comes to putting kids in diagnostic ticky boxes if you like....apparently I'm the only parent who has said no to a paediatric assessment according to portage. I just feel he is a young boy who has a personality which doesn't fit in their perfect round hole....he is not sat in a corner with no friends and is quite happy in himself unless someone tries pushing him to eat food he doesn't like or a game he doesn't care for....I personally think this is a very independent mind, not necessarily a one that needs channelled right now.....there are certainly traits apparant that can be linked to ASD but I want him to grow emotionally and mentally a little yet....however if he really does need help then so be it I'll seek it.

My daughter always struggled with maths and this was pushed and pushed at school...it actually had her very down and her self esteem was awful because of feeling stupid. But in my eyes I felt they should be pushing her artistic talent instead as she is so gifted in that department....whereas my eldest son is a mathematical genius with no interest in English and does the bare minimum.... I don't care!....let him be a maths whizz for goodness sake.

[jodipodi]

"You will always do what you think is best for your child, and so you can't make a wrong choice. You can only do the best that you can with the information that you have."

 

Thanks LKC xxxx :wubclub:

[jodipodi]

"You know what he needs better than anyone. Trust your own judgement on this one."

 

....and Milliem you've been such a lovely help to me thank you so much xxx

[Alaska]

I work in a mainstream high school with a support unit, and it is fantastic. The support offered is great. Also, even for the kids that don't have a formal diagnosis, they are monitored and helped "unofficially" also - often they are in the same classes as our kids.

There is more and more specialist training offered to support staff here which is really positive.

 

One thing that you are probably aware of is that you will tend to get much better support from the state system than the private sector. I am sure there are exceptions, but as a general rule it seems to be the case.

[Sammy1]

Thank you all for the input and little window into a very personal part of your lives, im overwhelmed by the response and open-ness from you all.

There is no dx in place at present and may never be however I sense others feel there are the possibilities of it down the line.

I am torn between thriving in lovely weather, not sat in front of a TV each day after school, stuck indoors whilst piddling rain outside... And between the possible lack of support in education in Oz(?) compared to UK.

If there is a reasoning behind some of the behaviours that have been noticed by others then I feel they are mild, so mild that I personally feel people are trying to jump the gun, and I also agree that firm boundaries are best for most children - behaviour is noticed more in nursery compared to home, I am quite a firm parent....but I also do not wish my little square peg to be bashed and chipped into a rounded idealistic conformation which I sadly feel do not encourage strengths... More work on weaknesses to meet target grades.

To say I'm confused and stressed is an understatement.

Thank you all xxx

 

You have to realise that the weather here can be extreme, it's important not to have rose tinted glasses on. If a child sits in front of the television after school in the UK, then they are likely to follow the same habit here - weather has nothing to do with it.

 

There is more support for Autism in the UK than there is in Australia, generally this follows though with other areas of special needs - there simply is not the funding. Much will depend on the individual school.

 

I believe your husband is coming out on a WHV to look for work and sponsorship? To be honest, see if you can actually get sponsorship first and then go from there.

Edited December 9, 2015 by Sammy1

[Sammy1]

Thanks LKC lots of the points made have been very reflective of my own views when it comes to putting kids in diagnostic ticky boxes if you like....apparently I'm the only parent who has said no to a paediatric assessment according to portage. I just feel he is a young boy who has a personality which doesn't fit in their perfect round hole....he is not sat in a corner with no friends and is quite happy in himself unless someone tries pushing him to eat food he doesn't like or a game he doesn't care for....I personally think this is a very independent mind, not necessarily a one that needs channelled right now.....there are certainly traits apparant that can be linked to ASD but I want him to grow emotionally and mentally a little yet....however if he really does need help then so be it I'll seek it.

My daughter always struggled with maths and this was pushed and pushed at school...it actually had her very down and her self esteem was awful because of feeling stupid. But in my eyes I felt they should be pushing her artistic talent instead as she is so gifted in that department....whereas my eldest son is a mathematical genius with no interest in English and does the bare minimum.... I don't care!....let him be a maths whizz for goodness sake.

 

Sometimes it is distressing and confronting for a parent when presented with the idea that their child might have an 'issue' or not be 'perfect'. If you have said no to a pediatric assessment, then I urge you to to reconsider. Early intervention is shown to be highly beneficial. If an education professional is recommending it, then they are doing so for a reason. It should at the very least be explored, rather than be ignored. They may absolutely be wrong, but that is why an assessment is a good and important thing to follow through on.

 

We see too many children in the schooling system who have been refused help by their parents, they pay the price down the track.

Edited December 9, 2015 by Sammy1

[Quoll]

We see this a lot, sometimes it is distressign and confrontign for a parent when presented with the idea that their child might have an 'issue'

Indeed - the concept that you have a child with a disability triggers a huge grief process! Unfortunately in such cases early intervention is going to give a better outcome than letting things linger on. Professionals don't go down this path lightly!

[jodipodi]

It's not tje fact my child may have a learning need, it's distressing that one professional has seen my child for approximately 8 xhour sessions in a class of 26 and says he does not engage.... Whilst other professionals have witnessed him Engaging well.

I don't need anyone to tell me what my child's strengths and weaknesses are I am very aware I just do not feel they are significant enough to warrant an hours assessment which in my opinion is nowhere near long enough.

I appreciate what you are saying, I really do but I do know my child enough to know it can wait.

I am not scared of my child 'not being perfect '.... There is no such thing xxxx

Edited December 9, 2015 by jodipodi

[Sammy1]

It's not tje fact my child may have a learning need, it's distressing that one professional has seen my child for approximately 8 xhour sessions in a class of 26 and says he does not engage.... Whilst other professionals have witnessed him Engaging well.

I don't need anyone to tell me what my child's strengths and weaknesses are I am very aware I just do not feel they are significant enough to warrant an hours assessment which in my opinion is nowhere near long enough.

I appreciate what you are saying, I really do but I do know my child enough to know it can wait.

I am not scared of my child 'not being perfect '.... There is no such thing xxxx

 

An assessment will do no harm and I do recommend it if you have been asked to consider it. Often these things do present early and it is something that parents don't always realise as they are not in the same environment and do not always notice the same things. You know your child better than anybody in the end, but don't fully discount what a professional may have picked up and what your child presented over the course of eight separate hour sessions.

Either way though, do not worry