Being a mother of three school-aged children, two of whom are neurodivergent, I am particularly interested in the government’s proposed changes to Special Educational Needs and Disabilities (SEND) provision, a topic that resonates with many parents facing similar challenges.
Initially, the planned reforms seem promising, aiming to create an inclusive education system that caters to the diverse needs of all children with special educational requirements. However, what stands out to me is the apparent lack of comprehension regarding the significant issues faced by parents of neurodiverse children and the considerable challenges that the bustling school environment poses for their kids.
Most secondary schools accommodate well over 1,000 students, and our school is nearing a student count of 1,500.
Many neurodiverse children experience sensory processing issues, and the social pressures combined with the fast-paced nature of school life push them to their limits, often leading to school refusal and subsequent mental health challenges.
While creating a tranquil space, adopting a more therapeutic teaching approach, and engaging a speech therapist on a weekly basis can address some issues, these efforts become futile if the child is too overwhelmed to even enter the school premises.
The government appears to have overlooked the crux of the matter.
Rather than attempting to extract more from an antiquated education system, the focus should be on investing in the construction of smaller schools with reduced class sizes to better accommodate the needs of neurodiverse children.
Our eldest child was homeschooled for three years after concealing her autism diagnosis during primary school. The transition to secondary school proved challenging as she struggled to cope with the heightened demands. It wasn’t until she discontinued her education due to severe mental health issues that her specialist suggested the possibility of autism.
Subsequently, we embarked on a lengthy journey to obtain a formal diagnosis. Faced with a three-year NHS waiting list in our region, we opted for a costly private assessment. The assessment was conducted by reputable professionals with extensive expertise, leading to the confirmation of our daughter’s autism spectrum disorder.
This revelation provided clarity, answering many questions about her struggles with school attendance and academic performance. As a parent, I experienced profound guilt for overlooking the signs and frustration towards those who may misinterpret challenges faced by children with SEND as a result of inadequate parenting or frivolous diagnoses.
Currently, she benefits from an exceptional tutor funded by the council through an Education, Health, and Care Plan (EHCP), enabling her to make significant progress in various aspects of her life. The key to her success lies in receiving the necessary support that the EHCP and associated funding provide.
The prospect of another child like my daughter being expected to thrive in a crowded school setting with minimal support is unsettling. It parallels sending a soldier with PTSD back to the battlefield and expecting them to function normally