Adam’s story

Adam was nearing the end of Year 6 when Emma became involved. He had recently been diagnosed with autism but because he is a bright boy, his challenges had largely been missed throughout his primary schooling. As is the case for many autistic children, he had been able to ‘muddle through’ but the transition to a large secondary school was going to be tricky. Time was short to prepare for this move. Emma completed a full assessment of Adam’s functional skills, while other support was put in place to support him and his parents at home. Emma hurriedly submitted written advice and recommendations for the new school’s SENCO to put in place.

When Adam started his new school the OT advice was reinforced at a meeting with school staff which was requested by Emma. Adam coped for the first couple of weeks and even went on school camp (his parents had to take him on a separate visit to prepare him for the journey, the layout, the sleeping arrangements, the toilets and the dining room). Soon afterwards the situation at school started to deteriorate and before long, Adam was experiencing anxieties that became so significant that he was unable to attend. Adam’s school SENCO supported Adam’s parents to apply for an EHCP and a new school was found. It was clear that a gradual, ‘baby steps’ approach was needed if this school placement was going to succeed. Advice was again provided but when the EHCP came through the newly named school opted to use NHS Occupational Therapy services and so Emma’s involvement stopped.

Adam is now attending school for much of the school day but his parents have not felt that support at school is as it should be. The Local Authority has now asked Emma to step back in to ensure the best sensory environment is created for Adam so that his strengths and challenges are optimally accommodated and he can start to build on his many achievements.