I have just started work with a child who has been statemented of having GLD. He is in mainstream school with other children in the nursery.

In the interview I was told he had GLD but not the full needs of this child. I was told that if I was successful in getting the job, all the information would be given to me beforehand.

He constantly screams and cries, cannot be involved with group or 1 to 1 activities because of his outbursts and I don't think it is fair on the other children.

I was told I would get support and all the training but as I discovered on the first day I was left on my own to deal with this child without any support or basic training from the other member of staff who was working with him before the end of term.

The head and the teacher gave me instructions that I should be firm and not let him do what he likes when he wants, how can I do this when there is no eye contact from him, he does not understand what I say to him and he just attacks me and himself when he does get his own way.

Not really sure where I stand with the child and what I can do to help him as I'm sure that this child should be in a special school that can cater for his needs, but the school seem that he just like any other child! and he will fit in with the rest of the class.

Can anyone recommend a website with any info on GLD, as I can't find anything to give me ideas of how I can help this child, any ideas would be much appreciated.

Hi Ann

Sorry can't offer any help with websites but can offer a big

I was in a similar position 2 years ago with a child with Downs. He was in the Nursery but had a developmental age of between 9 and 12 months. He was just beginning to walk. I was fortunate that I was already working in the school so knew the staff and routine etc. The teacher was also very supportive. I was bitten, hit, spat at etc.
I kept a note of what he did each day - good and bad and the Nursery teacher insisted on proper assessment and for all agencies to see him in the nursery. All I did was provide a babysitting service as he couldn't access any of the Nursery routine.

By Easter it was agreed that his needs would be better met in our local Special school and he transfered at the beginning of Reception. I met his parents recently and he is now doing really well. He receives lots of therapy, is in a group of similar ability and more importantly activites that he can access. He can now feed himself is beginning to make himself understood and is very happy.

Unfortunately Special schools are often seen as a dumping ground when mainstream can't cope any more. Ours is an excellent school where children are encouraged and helped to reach their full potential and taught to be as independant as possible. They have speech and Language Therapists, OTs, physios etc on site and facilities to help the children and support parents. The Senco there said they much prefered to have the children from a young age before they get into bad habits in mainstream and become dependant on their support. Some children are able to move into mainstream later.

I suggest that you record all incidents, keep a log of what works and what doesn't and demand support. I also visited the Nursery unit at our Special school. They were very supportive and gave me lots of ideas and were available for support and advice when I needed it. Keep on asking for support and advice and make sure that someone can releive you for a while if it gets too much to handle. 5 minutes cooling off works wonders for your sanity.

Sorry to rant but I feel really strongly about this. Of course children who can cope should be in mainstream but we are failing lots of children by denying them the expertise and facilities available in Special schools. When mainstream can provide the same level of education for these special children then is the time for political correctness.

You are not alone but keep making your voice heard for your sake and that of the child.

Good luck

Thanks for your reply Hollyw, I have taken on board what you have said and I hope that I can take make some difference to the child that I am working with.

As you mentioned about the child you worked with, I also think that this child would be better in a special school so he can develop to his full potential.

I feel that I am babysitting him also as he cannot manage to do any activities within the nursery or play with the children.

Anyway thanks again for your advice.

You have really been thrown in at the deep end ann . Unfortunately you are at the thin end of the governments idea of inclusion

Inclusion does not mean treating the child like everyone else, it should mean giving the child opportunities to access school life/curriculum at their level.

You really need to talk to your SENCO as this child needs some sort of IEP in place. It may just be very small steps at first, but, there are ways to help this child. It would be good to speak to the parents too.

I have worked for many years with a child, both in his mainstream school (when I worked in mainstream) and through my role as a speech and language TA, and he had similar behaviour and diagnosed with GLD. He is now 8 and still severely delayed but is still in mainstream because of empathetic staff who have helped him over the years. he is just beginning to read and write and that is such a huge thing that everyone concerned with him are celebrating.

The big thing to remember is that the child you are working with is probably functioning (mentally and maybe physically) the same as a 1-2 year old would and that is the way you have to treat them to a certain degree. Try and keep everything you do with him short and simple, try and see if there is anything that interests him (although this may be hard) and make sure you get to see a full speech and language report as this will give you some sort of idea of the age level he is at.

Sorry for the big rant This is an issue very close to my heart. I do believe children should be given all opportunities to have a full education, the problem is most mainstream schools just haven't got the resources to deal with these children and yet children with learning difficulties can make up about 10% of an average 30 child class I know that the majority of schools do try their best, but it is usually the TAs that shoulder the burden and do all that good work (often in their own time too)

Special schools are excellent, I work as part of one even though my focus is children in mainstream schools, but special schools are so few and far between now, it is increasingly difficult to get a place

Good luck with it all, I will hunt out some websites for you to check out

Oh poor you. Like you i work with a child who has a similar diagnosis only

he is aged 8. and is able to communicate his needs. You definitely need to

seak to your SENco about how to treat this child. You need somebody

who has had special needs experience to help you as SEN kids can be

quite different.

Keep with it if youre not feeling too battered, the rewards can be

immeasureable! Despite the hitting and scratching.I have worked with

such children in a Special School where this behaviour is to be

expected,but discouraged and where the staff support each other 100%.

t sounds to me like the school experience is completely overwhelming this

child and also you,if youre not careful. You need to look after yourself too!

What these children need is lots and lots of structure to their day.If you

keep to a rigid timetable you might find that the child calms down. Try to

discover what the child likes so that you can use this as a reward and

perhaps some quiet time out of class if stress levels are skyrocketing.

Keep your chin up, try and remember what a difference you are making

to the future of that child (hope that was not too

much of a lecture!)

Veggie and catherine for your replies.

I spoke to the teacher in charge on friday and she got someone in from the outside to show me how I can help this child and she has been brilliant, she has given me lots of ideas and encouragement on what I need to do. She also agreed that I should have been shown the ropes before being put in the deep end, and the school senco should have come to see me when I started, but I still haven't seen her

Thanks for the advice girls it is much appreciated.

I am so glad you have had some help ann. I am sure you will be able to help this child. Keep us posted how you get on

Don't mention it. Glad it's sorted out at your school. Let us know how you

get on,maybe we could share tips as I also work with a GD child.

Hi there - just seen your post. I worked with a child with GLD for a year in reception although he was only with us in mainstream for 2 and a half days a week, the other times he attended a special school. We were able to liaise with the other school to get the best for the child. He had a communication folder with pictures of familiar things (Cars, building blocks, snack time, lunch time etc) and was encouraged to point to the relevant picture and choose. The staff at the special school also used makaton when speaking with him. He is Year 3 now and only comes to us 1 day a week and his support comes with him form the other school which ensures continuity for him. I found not having the verbal communication quite difficult at first but it got easier as I got to know the child and he was hard work sometimes but worth it. Make sure you get all the training you can to help you. If your having to lift him in and out of a waliking frame as I was - make sure you get back awareness training!