Being a mother of three school-aged children, two of whom are neurodivergent, I am closely following the government’s proposed changes to SEND provision, a topic of great interest for many parents in similar circumstances.
At first glance, the planned adjustments seem promising, aiming for a more inclusive education system that caters to all children’s needs, particularly those with special educational requirements. However, what stands out to me is the apparent lack of awareness regarding the significant challenges faced by parents of neurodiverse children and the difficulties these children encounter in the bustling school environment.
The majority of secondary schools have student populations exceeding 1,000, with our school nearing 1,500 enrolled students.
Many neurodiverse children experience sensory processing challenges, and the social pressures combined with the fast-paced school routine push them to their limits, often leading them to resist attending school and potentially triggering mental health issues.
While providing a quiet space, adopting a more therapeutic teaching approach, and integrating occasional speech therapy sessions can offer some support, all these efforts may become futile if a child feels too overwhelmed to even walk through the school gates.
The government seems to have missed the core issue at hand. Instead of trying to extract more from an outdated education system, the focus should be on investing in constructing schools with smaller settings and reduced class sizes.
Our eldest child was educated at home for three years after concealing her autism diagnosis during primary school. Transitioning to secondary school exposed her to overwhelming demands, eventually leading to her withdrawal due to severe mental health repercussions, prompting a specialist to suggest a potential autism diagnosis.
This initiated a lengthy diagnostic process, as the local NHS waiting list extended three years, compelling us to seek a costly private diagnosis. The assessment, conducted by reputable professionals, confirmed our daughter’s autism, providing clarity on her struggles and reluctance to attend school.
The diagnosis alleviated much of the uncertainty surrounding her challenges, dispelling any guilt for overlooking her condition and frustration at misconceptions regarding children with SEND needs being solely attributed to poor parenting or unwarranted diagnoses.
Currently, she receives exceptional tutoring funded by the council through an EHCP, enabling significant progress across various aspects of her life. However, her achievements largely stem from the tailored accessible support facilitated by this funding.
Imagining a scenario where another child, akin to my daughter, is expected to adapt to a crowded school environment with minimal support for their educational needs is disconcerting. It parallels sending a soldier with PTSD back to the battlefield, implying a reduced level of fear. Such a prospect is simply inconceivable.
I am apprehensive that under the revised system, children like my daughter may not receive the vital assistance she has benefited from, as the educational landscape shifts towards a one-size-fits-all approach.
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